A Critical Evaluation of John Dewey's Influence on Chinese Education

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John Dewey (1859-1952) is an American psychologist, philosopher, educator, social critic, and political activist. He was born on October 20, 1859 in Burlington, Vermont. Dewey graduated from Vermont University in 1879 and received a Ph.D. from Johns Hopkins University in 1884. He started his career at the University of Michigan and taught there from 1884 to 1888. From 1889 to 1894 he worked at the University of Minnesota in 1888 for a year. In 1894 he became head of the University of Chicago philosophy, psychology and education department. In 1899, John Dewey was elected president of the American Psychology Association and became president of the American Philosophical Society in 1905. Dewey taught at Columbia University in 1905 until retiring in 1929 and was not appointed professor emeritus until 1939. While I was at Columbia University, he traveled the world as a philosopher, social theory and political theorist, and educational consultant.

Thinking on Dynamic Historical Perspective and Its Educational Impact An important and lasting impact that Dewey has on Chinese educational thought and naktics is central. This paper argues that Dewey himself and his ideas should grow and matured in a rapidly changing and evolving social history, he should not make simple decisions about his educational thought. Analysis and discussion are divided into four parts: (1) his son, John Dewey, (2) fight against dualism, (3) John Dewey's incomplete parser, (4) John Dewey, 1 Thinkers welcomed and attacked in Chula. (Author / JD)

John Dewey was born in Burlington, Vermont in 1859. Dewey was strongly influenced by pragmatist Charles Pierce and William James. It is not an exaggeration to say that Dewey received education. In 1888, he attended Vermont University and Johns Hopkins University in 1884. Dewey became a very intelligent person. Soon after graduating from Johns Hopkins University, he began his long and influential educational career. Dewey taught at the university from 1884 to 1931. In the meantime, he studied the educational system from all over the world. Dewey retired as a professor who retired in 1931. When teaching at the University of Chicago, Dewey began to be interested in reforming educational theory. Dewey tested his theory at the Dewey School, an experimental experimental school made by the University of Chicago. When Dewey concluded, he believed that the students learned more through various activities rather than lectures.