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杜威在华经验考述(1919—1921):中国是如何改变杜威的?

[美]尚恩·罗尔斯顿(Shane Ralston)

[美]尚恩·罗尔斯顿(Shane Ralston). 杜威在华经验考述(1919—1921):中国是如何改变杜威的?[J]. 华东师范大学学报(教育科学版), 2019, 37(2): 59-62. doi: 10.16382/j.cnki.1000-5560.2019.02.007
引用本文: [美]尚恩·罗尔斯顿(Shane Ralston). 杜威在华经验考述(1919—1921):中国是如何改变杜威的?[J]. 华东师范大学学报(教育科学版), 2019, 37(2): 59-62. doi: 10.16382/j.cnki.1000-5560.2019.02.007
Shane Ralston. John Dewey's Experience in China (1919-1921): How China Changed Dewey[J]. Journal of East China Normal University (Educational Sciences), 2019, 37(2): 59-62. doi: 10.16382/j.cnki.1000-5560.2019.02.007
Citation: Shane Ralston. John Dewey's Experience in China (1919-1921): How China Changed Dewey[J]. Journal of East China Normal University (Educational Sciences), 2019, 37(2): 59-62. doi: 10.16382/j.cnki.1000-5560.2019.02.007

杜威在华经验考述(1919—1921):中国是如何改变杜威的?

doi: 10.16382/j.cnki.1000-5560.2019.02.007

John Dewey's Experience in China (1919-1921): How China Changed Dewey

  • 摘要: 在1920年代初期,将杜威称作国际主义者是确定无疑的事实。毕竟,那时他业已到访过日本、俄罗斯、墨西哥、土耳其和中国。在所有这些地方当中,他在中国停留的时间最长——两年两个月——并且书写最多的也是他在中国的经历。令人遗憾的是,太多的文献都在讨论杜威如何影响中国。本文将聚焦于"中国是如何影响杜威的"这一问题。特别需要指明的是,本文解释了杜威构思经验(提供了一个他称之为"经验形而上学"的名目)的过程,以便弄清杜威是如何体会他自己的访华经验的。
  • [1] Dewey, J. (1973). Lectures in China: 1919-1920. Edited by Robert W. Clopton, Translated by Tsuin-Chen Ou. Honolulu: University of Hawaii Press.
    [2] Dewey, J. (1996), The Collected Works of John Dewey: The Electronic Edition, Edited by A. Hickman. Charlottesville, VA: Intelex Corporation.
    [3] Hall, D. L., & Ames, R. T. (1999). The Democracy of the Dead: Dewey, Confucius, and the Hope for Democracy in China. Chicago: Open Court.
    [4] Keenan, B. (1977). The Dewey Experiment in China: Educational Reform and Political Power in the Early Republic. Cambridge: Harvard University Asia Center.
    [5] Ralston, S. (2009).The Ebb and Flow of Primary and Secondary Experience: Kayak Touring and John Dewey's Metaphysics of Experience. Environment, Space, Place, 1(1), 189-204. doi:  10.7761/ESP.1.1.189
    [6] Ralston, S. (2011). John Dewey's Great Debates—Reconstructed. Charlotte:Information Age Publishing.
    [7] Ralston, S. (2013a). Pragmatic Environmentalism: Toward a Rhetoric of Eco-Justice. Leicester:Troubadour Publishing.
    [8] Ralston, S. (2013b). Philosophical Pragmatism and International Relations: Essays for a Bold New World. Lanham: Lexington Books.
    [9] Ryan, A. (1995). John Dewey and the High Tide of American Liberalism. New York: Norton & Co.
    [10] Stroud, S. (2013a). Economic Experience as Art? John Dewey's Lectures in China and the Problem of Mindless Occupational Labor. Journal of Speculative Philosophy, 27 (2), 113-133. doi:  10.5325/jspecphil.27.2.0113
    [11] Stroud, S. (2013b). Selling Democracy and the Rhetorical Habits of Synthetic Conflict: John Dewey as Pragmatic Rhetor in China. Rhetoric & Public Affairs, 16(1), 97-132. doi:  10.14321/rhetpublaffa.16.1.0097
    [12] Tan, S. H. (2011). How Can a Chinese Democracy be Pragmatic? Transactions of the Charles S. Peirce Society, 47 (2), 196-225. doi:  10.2979/trancharpeirsoc.47.2.196
    [13] Wang, J. C. S. (2005). John Dewey as a Learner in China. Education & Culture, 21(1), 59-73. http://www.wanfangdata.com.cn/details/detail.do?_type=perio&id=Open J-Gate000001331161
    [14] Wang, J. C. S. (2007). John Dewey in China: To Teach and to Learn. Albany: SUNY Press.
    [15] Westbrook, R. (1992). John Dewey and American Democracy. Ithaca: Cornell University Press.
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  • 刊出日期:  2019-03-20

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