A new “wind”? Modern psychology and educational reforms in the Republic of China (1919 – 1937). A life geography of Shu Xincheng.

This doctoral dissertation focuses on the period between 1919 and 1937 to explore the introduction and adoption of Western principles of modern psychology in Chinese educational reforms during the early 20th century. The study aims to move beyond a top-down perspective and instead uses a biographical lens to highlight the significance of grassroots practices in the modernization of Chinese education. By examining the intellectual work and educational activities of Shu Xincheng (1893 – 1960), a prominent Chinese educationalist, the research seeks to shed light on the dissemination and application of Western psychology in Chinese educational reforms.

Shu Xincheng played a crucial role in promoting progressive education in China during the study period. Despite not having studied abroad like many of his contemporaries, he served as an intermediary figure between scientific research in psychology, which he disseminated through translations, and practical educational implementation. Shu drew inspiration from Western progressive reform movements while revitalizing traditional Chinese educational values. However, his contributions to Chinese education have been somewhat overlooked in existing educational historiography.

The dissertation delves into Shu Xincheng's understanding of youth and its psychological aspects as a foundation for his implementation of progressive education. It further explores his pioneering efforts in promoting and experimenting with the Dalton Plan, a student-centered teaching method, and reflects on its rapid rise and decline. Additionally, the research investigates Shu's shift of focus towards the history of education study and his critical perspective on the uncritical imitation of Western practices. Furthermore, it examines his advocacy of movements such as "Retrieving educational sovereignty" from Catholic schools in China and "Statist education."

Methodologically, the dissertation adopts the framework of the Chinese historiography of the "wind," which aligns with the tradition of Chinese intellectual history. This approach is enriched by a biographical perspective and addresses the gaps in educational historiography, particularly in explaining changes, innovations, and discontinuities in education beyond conventional notions of school culture and the grammar of schooling. By exploring Shu Xincheng's role in the development of Chinese education during the Republic of China era, this research project aims to contribute to the understanding of the modernization of Chinese education and challenge assumptions of linearity in the transition from tradition to modernity.

Generally, this research connects with various scholarly trends in the study of educational reforms, both within and beyond modern China. It prompts additional examination of the educational reform during the early Republic of China and aligns, to some extent, with a more recent research inclination that questions the dichotomy between tradition and modernity. Moreover, this research enhances our comprehension of how progressive educational concepts were embraced in the international context of the early 20th century. Lastly, this study builds upon and adds to our understanding of the intersection between psychology and education.