The Beiyang Government Period (1912-1926)····································································· 1
The Essence of Republicanism ···················································································2
Vocational Education under Profit-generating Doctrine ·················································15
The Concepts that Normal School Students Should Have ··············································· 25
Experimentalism and New Education ········································································ 31
The Integration of Teaching and Learning ··································································36
First-Class Educators···························································································· 39
New Education ·····································································································41
Research on the Issue of Student Self-Governance ························································ 51
Educators’ Opportunities and Responsibilities·····························································61
New Trends in Normal Education ·············································································68
The Necessity of Experiments in Secondary Education ·················································· 72
Living Education ·································································································· 77
Two Major Elements of University Education ····························································· 88
Education and Scientific Methods·············································································91
Essentials of Learning ——A Reply Letter to Mr. Cheng Zhongyi····································96
The Starting Point of Social Transformation ······························································· 97
The Five Races Living in Harmony and the Responsibilities of Educators·························· 98
The Spirit of Students···························································································102
A Refutation of the Proposal for a Specific School District ············································ 105
The Movement of Normal Education Going to the Countryside ······································111
My Views on Schools····························································································113
The Declaration of the Establishment of Rural Kindergartens······································· 116
Our Beliefs········································································································ 120
On the Construction of Teacher Education in China ····················································122
The Fundamental Transformation of China’s Rural Education ······································129
The Period of the Nationalist Government of Nanjing (1927-1936)········································ 131
Educational Improvement ····················································································· 132
Action is the Beginning of Knowledge ······································································ 139
The Education of Instrumentalism of Life ································································· 142
How to Help Farmers Get Ahead ············································································ 144
Equality and Freedom ·························································································· 146
The “Pseudo-Knowledge” Class··············································································149
The Integration of Teaching, Learning and Doing ·······················································161
Putting Mental Effort into Physical Labor ································································ 164
Teaching Oneself by Teaching Others······································································ 167
How to Popularize Preschool Education ··································································· 169
Preface to Reforming Chinese Education ··································································· 172
Reply to Zhu Duanyan’s Questions··········································································174
Local Education and Rural Transformation ······························································ 184
General Explanation of “The Integration of Doing, Learning and Teaching” ·····················187
Life is Education ································································································· 200
How to Avoid Being a Laggard in the Times? -A Reply to a Young Teacher’s Letter ···········207
Selection Criteria for Children’s Books···································································· 208
The Professors in Florence ····················································································211
How to Learn from Edison ···················································································· 212
Why not Learn from AL? ······················································································213
Scientific Children ·······························································································215
The Value of Human Life in China ··········································································217
Don’t Underestimate Apprentices··········································································· 219
Mother of Thought ······························································································ 220
A Teacher’s Response to Parents — Freedom at the Forefront ·······································221
Right and Wrong ································································································ 223
A Lesson in “Learning, Teaching, and Doing” with My Sons········································· 225
Master-Oriented Education ··················································································· 227
Science Education for Children ·············································································· 228
Seeking a Way Out of National Crisis through Education: Using Both Hands and Brain ······236
Two Routes of Current Chinese Education ---Teaching the Mental Workers to Do Manual
Labor and the Manual Workers to Use Their Minds····················································239
Scientific Training Should Begin in Kindergarten ······················································· 242
The Co-growth of Hands and Brain ········································································· 243
Creative Education ······························································································ 250
Do-Know-Do ······································································································ 259
The Rebirth of Education ······················································································261
Reading and Using Books······················································································265
What are the Differences between Traditional Education and Life Education? ·················· 269
Striving at the Forefront of the Times······································································ 271
A New Interpretation of Compulsory Education ·························································272
Cultural Cells·····································································································274
Is it Sensible or Not? ···························································································· 276
The Characteristics of Life Education ······································································ 280
The Liberation of Culture ····················································································· 283
The War of Resistance Against Japanese Invasion (1937-1945)·············································288
Tao Xingzhi on Wartime Mass Education ································································· 289
A Comprehensive Discussion on Various Wartime Educational Issues····························· 291
Youth Education and Ideological Issues····································································293
The Purpose of Establishing Yucai School·································································295
Force-feeding Education ······················································································· 299
On Life Education ----A Reply to a Friend’s Letter ····················································· 300
A Letter to Comrades on the 13th Anniversary of Life Education Movement ···················· 303
Declaration of Creation ························································································ 307
An Outline for Implementing Democratic Education ··················································· 311
Creative Education for Children ·············································································319
Shatter the Hell for Children and Create a Paradise for Them ·······································326
Democracy ········································································································ 330
Democratic Education ·························································································· 332
The Popularization of Democratic Education ·····························································334
Set Mr. Wu Xun Free ----Written for the 107th Anniversary of Mr. Wu Xun’s Birthday ······337
Final Days (1946)······································································································ 340
Re-education of Leaders······················································································· 341
Continue to Struggle for the New Education of New China ----A Letter to All Teachers and
Students of Yucai School·······················································································344
The Social University Movement·············································································346
Primary School Teachers and the Democratic Movement ············································· 350
Chronology of Major Events in Mr. Tao Xingzhi’s Life ················································356
The Essence of Republicanism ···················································································2
Vocational Education under Profit-generating Doctrine ·················································15
The Concepts that Normal School Students Should Have ··············································· 25
Experimentalism and New Education ········································································ 31
The Integration of Teaching and Learning ··································································36
First-Class Educators···························································································· 39
New Education ·····································································································41
Research on the Issue of Student Self-Governance ························································ 51
Educators’ Opportunities and Responsibilities·····························································61
New Trends in Normal Education ·············································································68
The Necessity of Experiments in Secondary Education ·················································· 72
Living Education ·································································································· 77
Two Major Elements of University Education ····························································· 88
Education and Scientific Methods·············································································91
Essentials of Learning ——A Reply Letter to Mr. Cheng Zhongyi····································96
The Starting Point of Social Transformation ······························································· 97
The Five Races Living in Harmony and the Responsibilities of Educators·························· 98
The Spirit of Students···························································································102
A Refutation of the Proposal for a Specific School District ············································ 105
The Movement of Normal Education Going to the Countryside ······································111
My Views on Schools····························································································113
The Declaration of the Establishment of Rural Kindergartens······································· 116
Our Beliefs········································································································ 120
On the Construction of Teacher Education in China ····················································122
The Fundamental Transformation of China’s Rural Education ······································129
The Period of the Nationalist Government of Nanjing (1927-1936)········································ 131
Educational Improvement ····················································································· 132
Action is the Beginning of Knowledge ······································································ 139
The Education of Instrumentalism of Life ································································· 142
How to Help Farmers Get Ahead ············································································ 144
Equality and Freedom ·························································································· 146
The “Pseudo-Knowledge” Class··············································································149
The Integration of Teaching, Learning and Doing ·······················································161
Putting Mental Effort into Physical Labor ································································ 164
Teaching Oneself by Teaching Others······································································ 167
How to Popularize Preschool Education ··································································· 169
Preface to Reforming Chinese Education ··································································· 172
Reply to Zhu Duanyan’s Questions··········································································174
Local Education and Rural Transformation ······························································ 184
General Explanation of “The Integration of Doing, Learning and Teaching” ·····················187
Life is Education ································································································· 200
How to Avoid Being a Laggard in the Times? -A Reply to a Young Teacher’s Letter ···········207
Selection Criteria for Children’s Books···································································· 208
The Professors in Florence ····················································································211
How to Learn from Edison ···················································································· 212
Why not Learn from AL? ······················································································213
Scientific Children ·······························································································215
The Value of Human Life in China ··········································································217
Don’t Underestimate Apprentices··········································································· 219
Mother of Thought ······························································································ 220
A Teacher’s Response to Parents — Freedom at the Forefront ·······································221
Right and Wrong ································································································ 223
A Lesson in “Learning, Teaching, and Doing” with My Sons········································· 225
Master-Oriented Education ··················································································· 227
Science Education for Children ·············································································· 228
Seeking a Way Out of National Crisis through Education: Using Both Hands and Brain ······236
Two Routes of Current Chinese Education ---Teaching the Mental Workers to Do Manual
Labor and the Manual Workers to Use Their Minds····················································239
Scientific Training Should Begin in Kindergarten ······················································· 242
The Co-growth of Hands and Brain ········································································· 243
Creative Education ······························································································ 250
Do-Know-Do ······································································································ 259
The Rebirth of Education ······················································································261
Reading and Using Books······················································································265
What are the Differences between Traditional Education and Life Education? ·················· 269
Striving at the Forefront of the Times······································································ 271
A New Interpretation of Compulsory Education ·························································272
Cultural Cells·····································································································274
Is it Sensible or Not? ···························································································· 276
The Characteristics of Life Education ······································································ 280
The Liberation of Culture ····················································································· 283
The War of Resistance Against Japanese Invasion (1937-1945)·············································288
Tao Xingzhi on Wartime Mass Education ································································· 289
A Comprehensive Discussion on Various Wartime Educational Issues····························· 291
Youth Education and Ideological Issues····································································293
The Purpose of Establishing Yucai School·································································295
Force-feeding Education ······················································································· 299
On Life Education ----A Reply to a Friend’s Letter ····················································· 300
A Letter to Comrades on the 13th Anniversary of Life Education Movement ···················· 303
Declaration of Creation ························································································ 307
An Outline for Implementing Democratic Education ··················································· 311
Creative Education for Children ·············································································319
Shatter the Hell for Children and Create a Paradise for Them ·······································326
Democracy ········································································································ 330
Democratic Education ·························································································· 332
The Popularization of Democratic Education ·····························································334
Set Mr. Wu Xun Free ----Written for the 107th Anniversary of Mr. Wu Xun’s Birthday ······337
Final Days (1946)······································································································ 340
Re-education of Leaders······················································································· 341
Continue to Struggle for the New Education of New China ----A Letter to All Teachers and
Students of Yucai School·······················································································344
The Social University Movement·············································································346
Primary School Teachers and the Democratic Movement ············································· 350
Chronology of Major Events in Mr. Tao Xingzhi’s Life ················································356
Zhang Lianglin, Ph.D. in English, is a Professor of English and Master’s Supervisor at Suzhou
University of Technology. Currently serving as Dean of the School of Foreign Languages at Suzhou
University of Technology, he holds multiple distinguished academic appointments: Leading Scholar of Jiangsu Province’s “333 High-Level Talent Cultivation Project”
Outstanding Young Core Faculty under Jiangsu Province’s “Qinglan Project”
Director of Jiangsu Province’s First-Class English Major Development Program
Adjunct Researcher at the Language and Semiotic Studies Center, Tianjin Foreign Studies
University
Council Member of the Chinese Semiotic Society
His academic sojourn includes a visiting scholarship (2015-2016) at Indiana University, USA, where
he conducted research at the Institute for American Thought. He serves on the editorial board of the
international journal Language and Semiotic Studies and as a peer review expert for China’s National
Social Science Foundation projects. Research Profile
Primary Areas:
Translation Studies, Foreign Language Pedagogy, Applied Linguistics, Literary Criticism, and
Semiotics
Grants & Projects: One research project funded by the National Social Science Fund of China (NSSFC) One Humanities and Social Sciences Research Grant from the Ministry of Education (MOE) Three Philosophical and Social Science Research Fund Projects under Jiangsu Provincial
Department of Education
Publications: 50+ peer-reviewed articles in core journals including:
Language Research, Comparative Literature in China, Foreign Literature Studies, Journal of Nanjing
Normal University
3 academic monographs
Education
B.A. in English Education, Soochow University (1994) M.A. in English Language & Literature (Semiotics), Soochow University (1997)
o Supervisor: Prof. Ding Ersu (Internationally renowned semiotician) Ph.D. in Foreign Linguistics & Applied Linguistics (Cultural Semiotics), Nanjing Normal
University (2012)
o Supervisor: Prof. Zhang Jie (Dean, School of Foreign Languages)
Teaching & Honors
Courses Taught:
Advanced English, Linguistics Fundamentals, Anglo-American Literary Studies, Western Cultural
Introduction
Selected Awards: 3× Teaching Excellence Award (Changshu Institute of Technology, 2001/2006/2009) Outstanding Achievement Award (Changshu Municipal Government, 2011/2013) President’s Scholarship (Nanjing Normal University, 2010) Jiangsu 333 Project Funding (2013) Suzhou Outstanding Achievement Award in Social Sciences (2022)