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The Chinese People's Republic

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Abstract

The reactionary political aims of pragmatic pedagogy are disclosed in chapter I. Shown in chapter II are the reactionary philosophical principles of the educator John Dewey. In chapters III, IV, V, VI and VII are criticized the theses of pragmatic morality, the antiscientific theory of heredity, pragmatic didactics, distorted conception of the term "training" and the pragmatic theory of vocational education. The ways to eradicate the influence of pragmatic pedagogy in China are disclosed in the last three chapters (VIII, IX and X). These chapters are of great interest.

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What this paper is about

The reactionary political aims of pragmatic pedagogy are disclosed in chapter I. Shown in chapter II are the reactionary philosophical principles of the educator John Dewey. In chapters III, IV, V, VI and VII are criticized the theses of pragmatic morality, the antiscientific theory of heredity, pragmatic didactics, distorted conception of the term "training" and the pragmatic theory of vocational education. The ways to eradicate the influence of pragmatic pedagogy in China are disclosed in the last three chapters (VIII, IX and X). These chapters are of great interest.

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Available abstract

The reactionary political aims of pragmatic pedagogy are disclosed in chapter I. Shown in chapter II are the reactionary philosophical principles of the educator John Dewey. In chapters III, IV, V, VI and VII are criticized the theses of pragmatic morality, the antiscientific theory of heredity, pragmatic didactics, distorted conception of the term "training" and the pragmatic theory of vocational education. The ways to eradicate the influence of pragmatic pedagogy in China are disclosed in the last three chapters (VIII, IX and X). These chapters are of great interest.

Key concepts: Reactionary, Morality, Politics, China, Sociology, Epistemology, Pedagogy, Vocational education

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