Contents
Life is Education ·········································································································· 1
Textbooks under the Principle of Teaching-Learning-Doing Integration ···································· 8
Vocational Education under the Doctrine of Generating Benefit ·············································21
Introduction to Intellectual Education ············································································· 29
Integration of Teaching and Learning ·············································································· 33
Living Education ········································································································ 36
About the Educational Philosophy of Nanjing’s Anhui Public School ······································ 43
On Building China’s Normal School System ······································································46
My View on Schools·····································································································53
Action is the Beginning of Knowledge ·············································································· 56
The Educational Philosophy of Life Instrumentalism ·························································· 59
Founding Purpose of Xiaozhuang Experimental Rural Normal School···································· 61
Learn by Preparing to Teach Others················································································63
The “Pseudo-Intellectual” Class····················································································· 65
Notes on Symposium of Unity of Teaching, Learning and Doing in Xianghu —Recorded by Luo Qian74
A Reply to Mr. Cao Zhenqiu’s Three Questions··································································80
A Letter to Comrades on the 3rd Anniversary of Xiaozhuang Normal School····························82
Life Calendar ·············································································································90
The Origin of Life Education Theory ···············································································93
Reflection in Action or Action in Reflection: New Insights on Unity of Teaching, Learning, and Doing99
The Theory and Experiments of Life Education ································································101
Mutual Growth of Hand and Brain ················································································107
Creative Education ···································································································· 113
What is Life Education? ······························································································122
Life-Destroying Centralized Exams vs. Life-Energizing Assessment ······································ 124
Symposium of Life Education ·······················································································126
From Knowing-Acting-Knowing to Acting-Knowing-Acting ················································ 128
The Rebirth of Education ····························································································130
On Reading and Applying Books···················································································133
The Distinction Between Traditional and Life Education ···················································· 136
Mass Education ········································································································ 138
Modernization of Life Education ···················································································145
On Reading Method ···································································································146
University of National Liberation ··················································································150
The Characteristics of Life Education ············································································ 152
Issues on Mass Education ····························································································155
Integrating Life into Holistic Education ··········································································163
The Current Tasks of Life Education ············································································· 164
A Letter to Comrades of the Life Education Society— for the Twelfth Anniversary of the Life
Education Movement································································································· 166
Guidelines for Wartime Education (A Semimonthly Magazine) — A Letter to Dai Botao ············ 176
On Life Education: A Reply to a Friend’s Letter ······························································· 178
Education in Guerrilla Zone ························································································ 181
A Letter to Comrades on 13th Anniversary of Life Education Movement ································184
The Founding Purpose of Yucai School ···········································································188
Memory of on the Eve of Yucai School’s 2nd Birthday ························································192
Speech at the 15th Anniversary of Life Education Movement ···············································203
Education and Life Are Inseparable ···············································································205
The Establishment and Development of Life Education ······················································ 207
On Democratic Education ··························································································· 210
On the Social University Movement ··············································································· 212
Life is Education ·········································································································· 1
Textbooks under the Principle of Teaching-Learning-Doing Integration ···································· 8
Vocational Education under the Doctrine of Generating Benefit ·············································21
Introduction to Intellectual Education ············································································· 29
Integration of Teaching and Learning ·············································································· 33
Living Education ········································································································ 36
About the Educational Philosophy of Nanjing’s Anhui Public School ······································ 43
On Building China’s Normal School System ······································································46
My View on Schools·····································································································53
Action is the Beginning of Knowledge ·············································································· 56
The Educational Philosophy of Life Instrumentalism ·························································· 59
Founding Purpose of Xiaozhuang Experimental Rural Normal School···································· 61
Learn by Preparing to Teach Others················································································63
The “Pseudo-Intellectual” Class····················································································· 65
Notes on Symposium of Unity of Teaching, Learning and Doing in Xianghu —Recorded by Luo Qian74
A Reply to Mr. Cao Zhenqiu’s Three Questions··································································80
A Letter to Comrades on the 3rd Anniversary of Xiaozhuang Normal School····························82
Life Calendar ·············································································································90
The Origin of Life Education Theory ···············································································93
Reflection in Action or Action in Reflection: New Insights on Unity of Teaching, Learning, and Doing99
The Theory and Experiments of Life Education ································································101
Mutual Growth of Hand and Brain ················································································107
Creative Education ···································································································· 113
What is Life Education? ······························································································122
Life-Destroying Centralized Exams vs. Life-Energizing Assessment ······································ 124
Symposium of Life Education ·······················································································126
From Knowing-Acting-Knowing to Acting-Knowing-Acting ················································ 128
The Rebirth of Education ····························································································130
On Reading and Applying Books···················································································133
The Distinction Between Traditional and Life Education ···················································· 136
Mass Education ········································································································ 138
Modernization of Life Education ···················································································145
On Reading Method ···································································································146
University of National Liberation ··················································································150
The Characteristics of Life Education ············································································ 152
Issues on Mass Education ····························································································155
Integrating Life into Holistic Education ··········································································163
The Current Tasks of Life Education ············································································· 164
A Letter to Comrades of the Life Education Society— for the Twelfth Anniversary of the Life
Education Movement································································································· 166
Guidelines for Wartime Education (A Semimonthly Magazine) — A Letter to Dai Botao ············ 176
On Life Education: A Reply to a Friend’s Letter ······························································· 178
Education in Guerrilla Zone ························································································ 181
A Letter to Comrades on 13th Anniversary of Life Education Movement ································184
The Founding Purpose of Yucai School ···········································································188
Memory of on the Eve of Yucai School’s 2nd Birthday ························································192
Speech at the 15th Anniversary of Life Education Movement ···············································203
Education and Life Are Inseparable ···············································································205
The Establishment and Development of Life Education ······················································ 207
On Democratic Education ··························································································· 210
On the Social University Movement ··············································································· 212
Yuan Bangzhu is a distinguished scholar and educator specializing in functional linguistics, stylistics, translation studies and English language pedagogy. With over 30 years of academic experience at
Jinggangshan University, he also serves as the Director of the School of Foreign Languages and
Literatures. After completing his Doctor of Philosophy in English at Beijing Normal University in 2005, he has
published three monographs and nearly 40 academic papers, including Interpersonal Meaning in Social
Science Research Articles (Fudan University Press, 2008), English Stylistic Analysis: A Multi-perspectives
(Shanghai Jiaotong University Press, 2019) . He also translated two books from English into Chinese, E-Research Methods, Strategies, and Issues (China Labour and Social Security Press, 2007) and Core
Concepts: The basis of plant structures (Hebei Science and Technology Press, 2025) . As an educator, Professor Yuan Bangzhu has designed and taught innovative courses including
“English Stylistics”, “Contrastive Study between Chinese and English” and “An Introduction of
Linguistics” . “English Stylistics” has been granted as provincial level of First-Class Course in Jiangxi. His
pedagogical approach emphasizes intercultural competence development and critical thinking in classroom
activities. He won the Teaching Achievement Award granted by Jiangxi Province in 2023. Yuan Kaixi, graduated from the University of Sydney in 2022, is currently a PhD candidate at the
University of New South Wales, Australia. She is now working on the tenor analysis of online
communication feedback on YouTube