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Criticisms in the 1950 's on Living Education Thoughts——An Historical Survey on Chen He-qin

Gang Li

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Abstract

The criticisms on Living Education Thoughts went on throughout the whole process of the movement of the intellectuals' Ideological Remolding in the 1950's. Chen He-qin's Living Education Thoughts was an influential theory of child education in the 1930's and 1940's and was criticized for being one of the pragmatic education thoughts. Being repeatedly criticized, Chen He-qin was compelled to re-examine and reflect on his theory. The living education thoughts inherited Dewey's pragmatism and therefore has its limitation in theory and practice. However, the proposition of modernization of human beings, respect for children's subject and nurturance of children's individuality presented in the thoughts are still of historical and practical value.

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What this paper is about

The criticisms on Living Education Thoughts went on throughout the whole process of the movement of the intellectuals' Ideological Remolding in the 1950's. Chen He-qin's Living Education Thoughts was an influential theory of child education in the 1930's and 1940's and was criticized for being one of the pragmatic education thoughts. Being repeatedly criticized, Chen He-qin was compelled to re-examine and reflect on his theory. The living education thoughts inherited Dewey's pragmatism and therefore has its limitation in theory and practice. However, the proposition of modernization of human beings, respect for children's subject and nurturance of children's individuality presented in the thoughts are still of historical and practical value.

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Available abstract

The criticisms on Living Education Thoughts went on throughout the whole process of the movement of the intellectuals' Ideological Remolding in the 1950's. Chen He-qin's Living Education Thoughts was an influential theory of child education in the 1930's and 1940's and was criticized for being one of the pragmatic education thoughts. Being repeatedly criticized, Chen He-qin was compelled to re-examine and reflect on his theory. The living education thoughts inherited Dewey's pragmatism and therefore has its limitation in theory and practice. However, the proposition of modernization of human beings, respect for children's subject and nurturance of children's individuality presented in the thoughts are still of historical and practical value.

Key concepts: Proposition, Ideology, Modernization theory, Pragmatism, Chen, Value (mathematics), Sociology, Epistemology

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