When Confucius "Encounters" John Dewey


Book Description

John Dewey’s sojourn to China created a historical moment between the United States and China. Therefore, some of the recent scholarship on the topic aims to uncover the social and historical implications behind Dewey’s Chinese trip, centering on how intercultural conversations occurred between “Confucius” and “John Dewey” during the period of May Fourth/New Culture Movement. Much research also reflects an attempt to synthesize and unify Western and Eastern education. This book spotlights a cross-cultural “encounter” between Confucius and John Dewey by studying the four well-known Chinese scholars Hu Shih, Liang Shuming, Tao Xingzhi, and Jiang Menglin, who exerted a profound impact on many aspects of Chinese society during the May Fourth/New Culture Movement period. The study explores answers to a crucial question: What motivated Dewey’s Chinese disciples to forge a synthesis of Confucian traditions and Deweyan ideas to purse of the goals of Chinese educational and cultural reformation? Simultaneously, based on an in-depth historical, philosophical, and cultural analysis of Dewey’s visit to China, this study aims to disclose how our education has evolved in the context of cultural pluralism The book seeks to contribute provocative ideas to today’s educators: any school of thought can renew and update itself if it maintains an open dialogue with a different civilization. Dynamic and transparent intercultural communication enables us to develop a sense of understanding and respect for cultural diversity, all of which are of great benefit to the construction of a stable and healthy international order.




John Dewey and Chinese Education


Book Description

By critically reviewing the event of Dewey’s visit to China (1919-1921) through historical, philosophical and comparative perspectives, this book finds new value to revive the dialogue between Dewey and Eastern philosophies as a way to respond to contemporary educational challenges.




Confucianism and Deweyan Pragmatism


Book Description

Over the past generation, the rise of East Asia and especially China has brought about a sea change in the economic and political world order. At the same time, global warming, environmental degradation, food and water shortages, population explosion, and income inequities have created a perfect storm that threatens the very survival of humanity. It is clear now that the Westphalian model of individual sovereign states seeking their own self-interest will not be able to respond effectively to this win-win or lose-lose crisis. In this volume, a cadre of distinguished scholars comes together to reflect on Confucianism and Deweyan pragmatism as possible resources for a new geopolitics that begins from an ontology of interdependence and recognizes the irreducibly ecological nature of the human experience at every level. Both Confucian and Deweyan traditions emphasize the primacy of experience, the importance of vital relationality, and the moral roots of good governance. The potential benefits of conceptually blending the two are many. Indeed, the contemporary Chinese philosopher Tang Junyi provides us with a cosmological understanding of the “idea” of Confucianism that, in parallel to Dewey’s “idea” of democracy, can enable us to anticipate the core values, if not the specific contours, of a “Confucian democracy.” Just as Dewey’s “idea” of democracy is his vision of the flourishing communal life made possible by the contributions of the uniquely distinguished persons that constitute it, Tang Junyi’s Confucianism is a pragmatic naturalism directed at achieving the most highly integrated cultural, moral, and spiritual growth for the individual-in-community. In both, we find an affirmation of communal harmony as a process “starting here and going there” through which those involved learn together to do ordinary things in extraordinary ways. Just such a cosmological understanding of democracy is one way of describing what will be needed to address the many predicaments characterizing the environmental, cultural, socioeconomic, and political dynamics of the twenty-first century.




John Dewey, Confucius, and Global Philosophy


Book Description

Joseph Grange's beautifully written book provides a unique synthesis of two major figures of world philosophy, John Dewey and Confucius, and points the way to a global philosophy based on American and Confucian values. Grange concentrates on the major themes of experience, felt intelligence, and culture to make the connections between these two giants of Western and Eastern thought. He explains why the Chinese called Dewey "A Second Confucius," and deepens our understanding of Confucius's concepts of the way (dao) of human excellence (ren). The important dimensions of American and Chinese cultural philosophy are welded into an argument that calls for the liberation of what is finest in both traditions. The work gives a new appreciation of fundamental issues facing Chinese and American relations and brings the opportunities and dangers of globalization into focus.




John Dewey and Daoist Thought


Book Description

In this timely and original work, Dewey's late-period "cultural turn" is recovered and "intra-cultural philosophy" proposed as its next logical step—a step beyond what is commonly known as comparative philosophy. The first of two volumes, John Dewey and Daoist Thought argues that early Chinese thought is poised to join forces with Dewey in meeting our most urgent cultural needs: namely, helping us to correct our outdated Greek-medieval assumptions, especially where these result in pre-Darwinian inferences about the world. Relying on the latest research in both Chinese and American philosophies, Jim Behuniak establishes "specific philosophical relationships" between Dewey's ideas and early Daoist thought, suggesting how, together, they can assist us in getting our thinking "back in gear" with the world as it is currently known through the biological, physical, and cognitive sciences. Topics covered include the organization of organic form, teleology, cosmology, knowledge, the body, and technolog—thus engaging Dewey with themes generally associated with Daoist thought. Volume one works to establish "Chinese natural philosophy" as an empirical framework in which to consider cultural-level phenomena in volume two.




Rediscovering John Dewey


Book Description

This book tries to trace Dewey’s intellectual history from his early years to the end, focusing on the themes of psychology and the psychological aspect of education in Dewey’s lifelong writing.The author mixed the discussion on Dewey’s work with his life stories and shows readers how his ideas evolved over time. In turn, the book offers a critical review of his ideas in the areas of psychology and education. Lastly, it assesses Dewey’s involvement in and impact on education. In short, it provides a comprehensive account of his legacy in psychology and education.




John Dewey’s Democratic Education and its Influence on Pedagogy in China 1917-1937


Book Description

Lei Wang researches John Dewey’s pedagogical influence on the historical context of China and compares his observations and his basic democratic approach with the concepts and practical implementation of his Chinese students. As a result, it turns out that the spread of pragmatic philosophy in China was accompanied by reductionism, misunderstandings, Confucian doctrine and nationalism and that Dewey’s reform proposals can open a democratic perspective on current challenges in Chinese society. On the occasion of the 100th anniversary of Dewey’s research trip to China, the author emphasizes the contemporary significance of his work. The results of her study can clarify and correct errors that continue to have effect today.




Facing the Abyss


Book Description

Mythologized as the era of the “good war” and the “Greatest Generation,” the 1940s are frequently understood as a more heroic, uncomplicated time in American history. Yet just below the surface, a sense of dread, alienation, and the haunting specter of radical evil permeated American art and literature. Writers returned home from World War II and gave form to their disorienting experiences of violence and cruelty. They probed the darkness that the war opened up and confronted bigotry, existential guilt, ecological concerns, and fear about the nature and survival of the human race. In Facing the Abyss, George Hutchinson offers readings of individual works and the larger intellectual and cultural scene to reveal the 1940s as a period of profound and influential accomplishment. Facing the Abyss examines the relation of aesthetics to politics, the idea of universalism, and the connections among authors across racial, ethnic, and gender divisions. Modernist and avant-garde styles were absorbed into popular culture as writers and artists turned away from social realism to emphasize the process of artistic creation. Hutchinson explores a range of important writers, from Saul Bellow and Mary McCarthy to Richard Wright and James Baldwin. African American and Jewish novelists critiqued racism and anti-Semitism, women writers pushed back on the misogyny unleashed during the war, and authors such as Gore Vidal and Tennessee Williams reflected a new openness in the depiction of homosexuality. The decade also witnessed an awakening of American environmental and ecological consciousness. Hutchinson argues that despite the individualized experiences depicted in these works, a common belief in art’s ability to communicate the universal in particulars united the most important works of literature and art during the 1940s. Hutchinson’s capacious view of American literary and cultural history masterfully weaves together a wide range of creative and intellectual expression into a sweeping new narrative of this pivotal decade.




John Dewey and Confucian Thought


Book Description

Assesses John Dewey’s visit to China in 1919–21 as an “intra-cultural” episode and promotes “Chinese natural philosophy” as a philosophical context in which to understand the connections between Dewey’s philosophy and early Confucian thinking. In this conclusion to his two-volume series, Jim Behuniak builds upon the groundbreaking work begun in John Dewey and Daoist Thought in arguing that “Chinese natural philosophy” is the proper hermeneutical context in which to understand early Confucianism. First, he traces Dewey’s late-period “cultural turn” in more detail and then proceeds to assess Dewey’s visit to China in 1919–21 as a multifaceted “intra-cultural” episode: one that includes not only what Dewey taught his Chinese audiences, but also what he learned in China and what we stand to learn from this encounter today. “Dewey in China” provides an opportunity to continue establishing “specific philosophical relationships” between Dewey and Confucian thought for the purpose of getting ourselves “back in gear” with contemporary thinking in the social and natural sciences. To this end, Behuniak critically assesses readings of early Chinese thought reliant on outdated Greek-medieval assumptions, paying particular attention to readings of early Confucianism that rely heavily on Western virtue ethics, such as the “Heaven’s plan” reading. Topics covered include education, tradition, ethics, the family, human nature, and religiousness—thus engaging Dewey with themes generally associated with Confucian thought. “Attacking the distinction of Eastern versus Western philosophical cultures, these volumes create a detailed intra-cultural Deweyan-Chinese thought on many levels at once. Using Dewey to reinterpret the Daoist and Confucian traditions from their sources, Behuniak weaves an intra-cultural philosophical trajectory that stretches from the sixth-century BCE China to Columbia University in New York City. The result is one of the philosophical masterpieces of our time.” — Robert Cummings Neville, Professor Emeritus of Philosophy, Religion, and Theology, Boston University




John Dewey in China


Book Description

Combining biography with philosophy, this book explores John Dewey's two-year trip to China (1919–1921) and its legacy for him as a teacher and a learner. Jessica Ching-Sze Wang looks at how Dewey was received in China, what he learned, and how he was changed as a result. She examines the intriguing dynamics shaping China's reactions to Dewey and Dewey's interpretations of China, and details the evolving process in which Dewey came to understand China on its own terms, rather than from Eurocentric perspectives. Tracing China's influence on Dewey, Wang considers how his visit contributed to the subsequent development of his social and political philosophy. China provided a unique vantage point for Dewey to observe international politics, which led him to reconsider the meaning of internationalism. Also, his exposure to Chinese communal culture enabled him to reject the Western preoccupation with democracy in politics and to emphasize democracy as all-encompassing culture. Finally, Wang discusses how Dewey's own observations and appraisals of Chinese society can give credence to the notion of Confucian democracy for China.