Section I China’s Education Transformation ······································································ 1
Author’s Preface ···································································································· 2
Experimentalism and New Education ··········································································3
Profit-oriented Vocational Education ··········································································8
Unity of Teaching and Learning ··············································································· 18
First-rate Educators······························································································ 21
A Study of Student Autonomy ················································································· 23
Our Attitude Towards the Draft of the New School System ·············································32
The Purpose of School-running of Nanjing Anhui Public School ······································ 35
The Half-year-old Swallow Rock National School —A Living School that Spends Little Money39
A Review of Chen’s Book, Home Education —Would Like to Read it with All the Parents in the
World ················································································································ 44
Chinese Painting Should also be Promoted ································································· 47
A Whole Principal ·································································································48
A Normal School at Dawn —Half a Day’s Life at Jiangning County Normal School············· 49
New Life of Elementary Schools in Wuxi —A Day’s Life at Kaiyuan Township No. 1
Elementary School································································································ 53
Nanjing Secondary School Training and Education Research Association ·························· 60
Declaration on the Creation of Village Kindergartens····················································63
Our Credos········································································································· 67
Of the Development of Teacher Education in China ······················································69
Declaration of the Chinese Society for the Improvement of Education on the Reform of National
Rural Education ··································································································· 75
The Fundamental Transformation of Rural Education in China ······································ 76
Answers to Questions about Experimental Village Normal Schools···································78
Kindergartens’ New World —Factories and Countryside ···············································84
Starting from Savage Life ······················································································· 86
Instrumentalist Education for Life ············································································87
How do You Teach Farmers to Get Ahead? ································································ 89
Equality and Freedom ··························································································· 91
Integrating Teaching, Learning and Doing ································································· 94
Put Your Mind on Your Labor ················································································ 97
Teaching Others Teaches Yourself ············································································99
Reply to Cao Zhenqiu’s Question ············································································101
How can Kindergarten Education be Made Universal? ················································ 102
The Pseudo-intelligentsia ······················································································ 105
Answers to Questions on the Art-friend-system Teacher Education —Explanation of the
Recruitment of Art Friends in Six Schools in Nanjing ·················································· 116
Section II Related Articles Supplement···········································································119
The Essence of the Republic ···················································································120
China in Transition ····························································································· 132
Opportunities and Responsibilities of Educators·························································135
Education and Scientific Methods··········································································· 142
My View of the School ·························································································· 147
Action is the Beginning of Knowledge ······································································ 150
Life is Education ································································································· 152
Textbooks for the Combination of Teaching, Learning and Doing ···································159
Creative Education ······························································································ 174
The Killing Unified Examination and the Examination of Creativity ······························· 183
Discussion on Universal Education Programs in China ················································ 185
National Liberation Grand School···········································································199
Characteristics of Life Education ············································································ 202
Comments on Strengthening Party Education ····························································205
Letter to the Comrades of the Life Education Society —For the 12th Anniversary of the Life
Education Movement··························································································· 207
Constitutional Movement and National Education ······················································ 217
Four Questions a Day ···························································································220
Declaration of Creation ························································································ 228
Creative Childhood Education ··············································································· 232
Creative Social Education ····················································································· 239
Outline of the Implementation of Democratic Education ·············································· 242
Democratic Education ·························································································· 250
Socialist University Movement ··············································································· 252
Leader Re-education ····························································································256
Elementary School Teachers and the Democratic Movement ········································· 259
Author’s Preface ···································································································· 2
Experimentalism and New Education ··········································································3
Profit-oriented Vocational Education ··········································································8
Unity of Teaching and Learning ··············································································· 18
First-rate Educators······························································································ 21
A Study of Student Autonomy ················································································· 23
Our Attitude Towards the Draft of the New School System ·············································32
The Purpose of School-running of Nanjing Anhui Public School ······································ 35
The Half-year-old Swallow Rock National School —A Living School that Spends Little Money39
A Review of Chen’s Book, Home Education —Would Like to Read it with All the Parents in the
World ················································································································ 44
Chinese Painting Should also be Promoted ································································· 47
A Whole Principal ·································································································48
A Normal School at Dawn —Half a Day’s Life at Jiangning County Normal School············· 49
New Life of Elementary Schools in Wuxi —A Day’s Life at Kaiyuan Township No. 1
Elementary School································································································ 53
Nanjing Secondary School Training and Education Research Association ·························· 60
Declaration on the Creation of Village Kindergartens····················································63
Our Credos········································································································· 67
Of the Development of Teacher Education in China ······················································69
Declaration of the Chinese Society for the Improvement of Education on the Reform of National
Rural Education ··································································································· 75
The Fundamental Transformation of Rural Education in China ······································ 76
Answers to Questions about Experimental Village Normal Schools···································78
Kindergartens’ New World —Factories and Countryside ···············································84
Starting from Savage Life ······················································································· 86
Instrumentalist Education for Life ············································································87
How do You Teach Farmers to Get Ahead? ································································ 89
Equality and Freedom ··························································································· 91
Integrating Teaching, Learning and Doing ································································· 94
Put Your Mind on Your Labor ················································································ 97
Teaching Others Teaches Yourself ············································································99
Reply to Cao Zhenqiu’s Question ············································································101
How can Kindergarten Education be Made Universal? ················································ 102
The Pseudo-intelligentsia ······················································································ 105
Answers to Questions on the Art-friend-system Teacher Education —Explanation of the
Recruitment of Art Friends in Six Schools in Nanjing ·················································· 116
Section II Related Articles Supplement···········································································119
The Essence of the Republic ···················································································120
China in Transition ····························································································· 132
Opportunities and Responsibilities of Educators·························································135
Education and Scientific Methods··········································································· 142
My View of the School ·························································································· 147
Action is the Beginning of Knowledge ······································································ 150
Life is Education ································································································· 152
Textbooks for the Combination of Teaching, Learning and Doing ···································159
Creative Education ······························································································ 174
The Killing Unified Examination and the Examination of Creativity ······························· 183
Discussion on Universal Education Programs in China ················································ 185
National Liberation Grand School···········································································199
Characteristics of Life Education ············································································ 202
Comments on Strengthening Party Education ····························································205
Letter to the Comrades of the Life Education Society —For the 12th Anniversary of the Life
Education Movement··························································································· 207
Constitutional Movement and National Education ······················································ 217
Four Questions a Day ···························································································220
Declaration of Creation ························································································ 228
Creative Childhood Education ··············································································· 232
Creative Social Education ····················································································· 239
Outline of the Implementation of Democratic Education ·············································· 242
Democratic Education ·························································································· 250
Socialist University Movement ··············································································· 252
Leader Re-education ····························································································256
Elementary School Teachers and the Democratic Movement ········································· 259
Feng Chunbo, DLitt, Associate professor of Lingnan Normal University School of Foreign Studies
and head of the Department of Translation. He attended Xinjiang University, Xi’an International University, and Nanjing University and taught at Xinjiang University, Shihezi University, and Karamay Institute of
Technology. His major fields of research are translation studies, bilingual lexicography, and English
education. He has published thirty papers, four monographs, two works of translation and two dictionaries. At present he is devoting himself to the studies of Classical, Norse, and Celtic mythologies.