Micro histories of intercultural knowledge exchange: Tao Xingzhis educational poetry

Abstract

Purpose: The purpose of this paper is to provide a micro historical account of the work of a key Chinese educational reformer, Tao Xingzhi (18911946), who transformed educational ideas from John Dewey to effect social and cultural change in 1920s1940s China. Design/methodology/approach: This paper examines English and Chinese language sources, including Taos poetry, to present a fresh analysis of Taos epistemological life history. It draws upon transnational historical approaches to chart the multidirectional circulation of progressive education philosophies around the globe. It also explores some conceptual dimensions of Chinese historical thinking and historiographical strategies. Findings: Tao Xingzhi engaged in critical intercultural knowledge exchange in implementing educational reforms in China. He blended and critiqued Chinese and Deweyian educational philosophies to create unique educational reform, which involved reversing some of Deweys approaches as well as adapting others. Originality/value: This paper foregrounds Tao Xingzhis agency in transforming some of Deweys ideas in the Chinese context and challenges studies that adopt an impact-response approach to Taos contribution, which suggest a one-way flow of knowledge from a modern West to a traditional China. It brings hitherto unexplored Chinese language sources to an English-speaking audience, particularly Taos poetry, to gain new historical insights into Taos educational reforms. It contributes to transnational understandings of the multidirectional flows of knowledge about Progressive educational philosophies around the world