000			04273nam a22004331i 4500
001			BRILL9789004511477
003			nllekb
005			20260610105444.0
007			cr un uuuua
008			220201s2022 ne sb 001 0 eng d
020			_a9789004511477 _q(electronic book)
020			_a9789004511460 _q(print)
024	7		_a10.1163/9789004511477 _2DOI
040			_aNL-LeKB _cNL-LeKB _erda
050		4	_aPE1068.C5
072		7	_aJNA _2bicssc
072		7	_aEDU _x040000 _2bisacsh
082	0	4	_a428.24071 _223
100	1		_aHuajun, Zhang, _eauthor.
245	1	0	_aJohn Dewey and Chinese Education : _bA Centennial Reflection / _cZhang Huajun, Jim Garrison.
246	3		_aA Centennial Reflection
264		1	_aLeiden; _aBoston : _bBrill, _c2022.
300			_a1 online resource.
336			_atext _btxt _2rdacontent
337			_acomputer _bc _2rdamedia
338			_aonline resource _2rdacarrier
490	1		_aBeijing Normal University International Education Series ; _v1
504			_aIncludes bibliographical references and index.
505	0		_aAcknowledgements -- List of Images and Tables -- 1 The Revival of Confucian Education in Study Halls and Academies -- 1.1 Confucian Education Emerging from Historical Discontinuities -- 1.2 Popular Confucian Revival and Agency in the Classics-Reading Movement -- 1.3 Wang Caigui and the Movement's Underlying Intellectual Construction -- 1.4 Links to the Confucian Revival on Political and Academic Levels -- 2 Dynamics of Utopianism: Confucian Visions in Response to Social Problems -- 2.1 Criticism of Public Education and Its Historical Derivation -- 2.2 Criticism of Society and the Classics as a Solution -- 2.3 Personal Experiences and Turning Points to Classics-Reading Education -- 2.4 Group Solidarity in Classics-Reading Activities -- 3 Grounding Classics-Reading Education in Ideal Learning Environments -- 3.1 Nature, Naturality, and the Ideal Physical Environment for Education -- 3.2 The Family, Parenting, and Ideal Social Environments for Education -- 4 Self-Cultivation and a Regulated Lifestyle in Study Halls and Academies -- 4.1 Elements of Classics-Reading Practice -- 4.2 Shaping the Body and Forming the Self: Rules and Discipline -- 4.3 The Spiritual Dimension of Life in Study Halls and Academies -- 5 The Movement's Political Implications and Potential for Social Change -- 5.1 The Child in Classics-Reading Education: Empowered or Lacking a Future? -- 5.2 The Adult Activist: Potential and Limits of Social Change -- Appendix -- References.
520			_aThis book celebrates the centennial of Dewey's visit to China (1919-1921). Reflecting on the history of Dewey's visit is critical to understanding China's modernization and to reevaluating the early efforts of the radical intellectuals in the May Fourth Movement (1919), some of whom were Dewey's students at Columbia University. This study also helps us to critically reflect on the China-US relationship for our contemporary world. The historical, philosophical and comparative perspectives applied in this book may shed light on current conflicts. Dewey's thoughts were well-received by different scholars but also misperceived or misinterpreted in different historical periods. This project tries to understand the challenges of both cultures (Chinese and Western) by using this historical episode as a distant mirror to better perceive and understand the present. By reviewing this historical event, we also find new space to reinterpret Eastern philosophies such as Confucianism and Buddhism. We find that there's some surprising commonalities shared by Confucianism, Buddhism, and Deweyan pragmatism that provide possibilities for seeking a more inclusive conceptual framework for education in the West as well as the East.
588			_aDescription based on print version record.
650		0	_aEducation, Secondary _xCurricula.
650		0	_aEducation.
700	1		_aGarrison, Jim, _eauthor.
776	0	8	_iPrint version: _tJohn Dewey and Chinese Education : A Centennial Reflection. _dLeiden ; Boston : Brill, 2022 _z9789004511460 _w(OCoLC)1288272818
830		0	_aBeijing Normal University International Education Series ; _v1.
856	4		_zDOI: _uhttp://dx.doi.org/10.1163/9789004511477
999			_c36411 _d36411