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Xie, Hui – Education and Culture, 2020
In light of decades of formal denouncement of Deweyan ideas in China and the increasingly authoritarian practices under its current leadership, the recent revival of engagement with Dewey's work among Chinese educators and intellectuals appears extraordinary as well as paradoxical. How is it possible that a project as ardently democratic as…
Descriptors: Democracy, Foreign Countries, Progressive Education, Authoritarianism
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Li, Weisheng – Education and Culture, 2020
In this essay, we focus on how Chinese students' experience emerged and evolved in the educational activities of the twenty-first century, one hundred years after John Dewey's visit to China. With the help of a case study, I find that (1) the individual's experience is lived and understood in combination with others' lives; (2) democratic dialogue…
Descriptors: Foreign Countries, Student Experience, Democratic Values, Educational History
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Bu, Yuhua; Zu, Yuanyuan – Education and Culture, 2020
Between 1919-1920, while giving a series of speeches in China, John Dewey raised a doubt about Chinese education: Can Chinese education cultivate children with independent consciousness? Based on the sevenyear "Reciprocal Learning in Teacher Education and School Education between Canada and China" project, we have the answer to Dewey's…
Descriptors: Foreign Countries, Confucianism, Progressive Education, Educational Practices
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Stengel, Barbara – Education and Culture, 2020
John Dewey went to China in 1919 and stayed for more than two years. He watched and learned. He wrote and spoke volumes both while he was there and after he returned. One hundred years later, we are unsurprisingly interested in whether Dewey's time in China left a trace.
Descriptors: Progressive Education, Foreign Countries, Educational History, Educational Theories
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Misco, Thomas – Education and Culture, 2014
This paper focuses on the primary problem of the public, as advanced in "The Public and its Problems," which Dewey described as the need to improve "methods of debate, discussion, and persuasion" for the purposes of "perfecting the process of inquiry" (Dewey, 1927/1954, p. 208). I first situate these modes of…
Descriptors: Controversial Issues (Course Content), Social Studies, Democracy, Inquiry