Michael Peters’ article “100 Years of Dewey in China, 1919-1921: A Reassessment” mainly focused on the political and ideological position of Dewey and concluded that Dewey did little to Chinese modern transition. To respond to Peters’ article, I pointed out that Dewey's religious and aesthetic aspects of experience in his later works were largely ignored and how this idea of experience could have possible dialogue with the rich heritage of Chinese Confucianism tradition. I further made an example from the Chinese Confucian scholar Liang Shuming's review article on Dewey's book Democracy and Education, to indicate these two schools of thoughts could more contribution to thinking about the modern challenge from each society.
DeweyAlice & DeweyJohn (1920) Letters from China and Japan.New York: Dutton E.P. & Company.
2.
DeweyJohn (2015) Lectures in Social and Political Philosophy, 1919-21. Symposia. John Dewey's Lectures in Social and Political Philosophy (China), European Journal of Pragmatism and American Philosophy, VII (2) pp. 7–45.
3.
DeweyJohn (1934) Art as Experience.New York: Minton, Balch & Company.
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LiangShuming (1934) Du Wei Jiao Yu Zhe Xue Zhi Gen Ben Guan Nian (The basic idea of John Dewey's philosophy of education). Reprinted as a chapter in Liang Shuming (2012) Education and Life:The Collection of Liang Shuming's Work on Education.Beijing: Dang Dai Zhong Guo Press.
