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El Dewey Chino: Amigo, demonio y buque insignia

Schulte, Barbara LU (2009) In Encounters on Education p.67-101
Abstract
This article analyzes how the American philosopher and educator John Dewey was received, adapted, and transformed in four different time periods in China: during the Republican era (1912–1949), after the Communist take-over in 1949, after Deng Xiaoping's launch of the 'Four Modernizations' (in the 1980s), and in present-day

China. Dewey is generally seen to have exerted an immense influence on Chinese education. The article scrutinizes how this influence unfolded both through Dewey himself and through his mediators, propagators, and critics between the time of his visit in 1919 and today. Particular attention is paid to how certain of his ideas were

taken up – and others were ignored or twisted – to fit the... (More)
This article analyzes how the American philosopher and educator John Dewey was received, adapted, and transformed in four different time periods in China: during the Republican era (1912–1949), after the Communist take-over in 1949, after Deng Xiaoping's launch of the 'Four Modernizations' (in the 1980s), and in present-day

China. Dewey is generally seen to have exerted an immense influence on Chinese education. The article scrutinizes how this influence unfolded both through Dewey himself and through his mediators, propagators, and critics between the time of his visit in 1919 and today. Particular attention is paid to how certain of his ideas were

taken up – and others were ignored or twisted – to fit the intellectuals' agenda of each time period. By tracing the changes that central concepts like 'pragmatism' or 'child-centered pedagogy' underwent over the course of nine decades, the article reveals how Dewey was successfully transformed into the Chinese 'Duwei' – into a friend of the Chinese people, a fiend of China and Marxism, and a flagship of modernization. (Less)
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author
publishing date
type
Contribution to journal
publication status
published
subject
keywords
John Dewey, educational transfer, reception processes, Chinese educational history
in
Encounters on Education
issue
10
pages
67 - 101
language
Spanish
LU publication?
no
id
f60bf630-45a0-43f6-96e1-2985a24ad3d4 (old id 1529332)
date added to LUP
2010-01-18 14:33:54
date last changed
2016-06-29 09:13:26
@article{f60bf630-45a0-43f6-96e1-2985a24ad3d4,
  abstract     = {This article analyzes how the American philosopher and educator John Dewey was received, adapted, and transformed in four different time periods in China: during the Republican era (1912–1949), after the Communist take-over in 1949, after Deng Xiaoping's launch of the 'Four Modernizations' (in the 1980s), and in present-day <br/><br>
China. Dewey is generally seen to have exerted an immense influence on Chinese education. The article scrutinizes how this influence unfolded both through Dewey himself and through his mediators, propagators, and critics between the time of his visit in 1919 and today. Particular attention is paid to how certain of his ideas were <br/><br>
taken up – and others were ignored or twisted – to fit the intellectuals' agenda of each time period. By tracing the changes that central concepts like 'pragmatism' or 'child-centered pedagogy' underwent over the course of nine decades, the article reveals how Dewey was successfully transformed into the Chinese 'Duwei' – into a friend of the Chinese people, a fiend of China and Marxism, and a flagship of modernization.},
  author       = {Schulte, Barbara},
  keyword      = {John Dewey,educational transfer,reception processes,Chinese educational history},
  language     = {spa},
  number       = {10},
  pages        = {67--101},
  series       = {Encounters on Education},
  title        = {El Dewey Chino: Amigo, demonio y buque insignia},
  year         = {2009},
}