China as a Contesting Ground for Ideologies: Examining the Social and Ideological Forces that Influence China’s Educational System

Abstract

From 1919 to 1921, John Dewey travelled and lectured in China. He received a thunderous welcome and exercised a tremendous influence in China, however, very little has been written about it.

The vision of ideological culture in contemporary Chinese education: preserving society and state (La perspectiva de la cultura ideológica en la educación china contemporánea: preservar la sociedad y el estado)

“…La eficacia del pragmatismo de Deng en el sistema educativo chino se debate en el número del Canadian Journal of University Continuing Education de 2004, lo que sugiere que el enfoque de esta ideología se centra en alcanzar la modernización a través de la ciencia, la tecnología y el conocimiento (mejorando el nivel educativo de la sociedad; Guo, 2004). También se ha sugerido que esta teoría se centra principalmente en la brecha menguante entre China y otras economías en desarrollo (Johnston, 2013).…”

“…The effectiveness of Deng’s pragmatism in China’s education system is discussed in a 2004 issue of Canadian Journal of University Continuing Education , which suggests this ideology’s focus on achieving modernization goals through science, technology and knowledge (by improving the educational level in the society; Guo, 2004). It has also been suggested that this theory primarily focuses on narrowing the gap between China and other developing economies (Johnston, 2013).…”

“…El sistema educativo de China se define y se gobierna por una síntesis de diversos aspectos sociales y teorías ideológicas: confucianismo tradicional, pragmatismo de Deng, maoísmo y progresismo de Dewey (Guo, 2004). Estas ideologías, que teóricamente pueden ser excluyentes, han sido integradas y sincronizadas de forma brillante en la práctica del sistema educativo chino en todos los niveles (Guo, 2004).…”

“…China’s education system is defined and governed by a synthesis of various social aspects and theories of ideology — traditional Confucianism, Deng’s pragmatism, Maoism and Dewey’s progressivism (Guo, 2004). These ideologies, which can theoretically exclude each other, have been synchronized and brilliantly integrated into the practices of China’s education system at all levels (Guo, 2004).…”