Life is Education ·········································································································· 1
Textbooks for Teach-Learn-Do Alignment ·········································································· 8
Utilitarianism-Oriented Vocational Education ··································································· 22
Intellectual Education Syllabus······················································································ 33
Teach-Learn Alignment ································································································38
Living Education ········································································································ 41
The Purpose of Running Nanjing Anhui Public School·························································51
The Theory of the Establishment of Chinese Normal Education ·············································55
My View of School ·······································································································62
Action is the Beginning of Knowledge ·············································································· 65
Life Instrumentalism for Education ················································································ 68
Founding Philosophy of Xiaozhuang Experimental Rural Normal School·································70
Teaching Oneself to Teach Others··················································································· 72
Pseudo-knowledge Class······························································································· 74
Notes of the Teach-learn-do Discussion Meeting at Xianghu --Notes by Luo Qian ·······················86
Answer the Three Questions of Cao Zhenqiu. ···································································· 94
A Letter to Comrades on Xiaozhuang’s Third Anniversary ··················································· 96
Life Calendar ··········································································································· 105
Preliminary Discussion on the Theory of Life Education ·····················································108
Reflective Action or the Reflection on Action—A New Discovery in the Process of the Integration of
Teaching, Learning, and Doing ····················································································· 114
Theory of Life Education and Some Experiments······························································116
Manual and Mental Labor Go Hand in Hand ···································································123
Education of Creation ································································································ 129
What is Life Education ······························································································· 138
Stifling Unified Examination & Creative Ability Evaluation ················································ 140
Life Education Highlights····························································································143
Action-Knowledge-Action ··························································································· 145
The Rebirth of Education ····························································································147
Learn & Practice ·······································································································151
Contrasting Traditional Education with Life Education ······················································155
Universal Education ···································································································157
Modernization of Life Education ···················································································165
Illogical or Not··········································································································166
National Liberation University ····················································································· 170
The Characteristics of Life Education ············································································ 173
Issues of Mass Education ·····························································································176
Integration of the Entire Life into a Holistic Education ······················································ 186
The Current Task of Life Education ···············································································188
A Letter to Comrades of the Life Education Society --Written for the 12th Anniversary of the Life
Education Movement································································································· 191
Wartime Education: Semi-Monthly Approach --to Dai Botao ···············································201
On Life Education --Reply to a Letter from a Friend ························································· 203
Education in Guerrilla Zones······················································································· 206
A Letter to Comrades on the 13th Anniversary of the Life Education Movement ······················ 209
The Purpose of Establishing Yucai Schools······································································ 214
On the Eve of Yucai’s Second Birthday ···········································································218
Speech at the 15th Anniversary Celebration of the Life Education Movement ··························230
Education and Life are Inseparable.·············································································· 231
The Founding and Growth of Life Education ··································································· 232
Democratic Education ································································································ 235
The Social University Movement···················································································239
Textbooks for Teach-Learn-Do Alignment ·········································································· 8
Utilitarianism-Oriented Vocational Education ··································································· 22
Intellectual Education Syllabus······················································································ 33
Teach-Learn Alignment ································································································38
Living Education ········································································································ 41
The Purpose of Running Nanjing Anhui Public School·························································51
The Theory of the Establishment of Chinese Normal Education ·············································55
My View of School ·······································································································62
Action is the Beginning of Knowledge ·············································································· 65
Life Instrumentalism for Education ················································································ 68
Founding Philosophy of Xiaozhuang Experimental Rural Normal School·································70
Teaching Oneself to Teach Others··················································································· 72
Pseudo-knowledge Class······························································································· 74
Notes of the Teach-learn-do Discussion Meeting at Xianghu --Notes by Luo Qian ·······················86
Answer the Three Questions of Cao Zhenqiu. ···································································· 94
A Letter to Comrades on Xiaozhuang’s Third Anniversary ··················································· 96
Life Calendar ··········································································································· 105
Preliminary Discussion on the Theory of Life Education ·····················································108
Reflective Action or the Reflection on Action—A New Discovery in the Process of the Integration of
Teaching, Learning, and Doing ····················································································· 114
Theory of Life Education and Some Experiments······························································116
Manual and Mental Labor Go Hand in Hand ···································································123
Education of Creation ································································································ 129
What is Life Education ······························································································· 138
Stifling Unified Examination & Creative Ability Evaluation ················································ 140
Life Education Highlights····························································································143
Action-Knowledge-Action ··························································································· 145
The Rebirth of Education ····························································································147
Learn & Practice ·······································································································151
Contrasting Traditional Education with Life Education ······················································155
Universal Education ···································································································157
Modernization of Life Education ···················································································165
Illogical or Not··········································································································166
National Liberation University ····················································································· 170
The Characteristics of Life Education ············································································ 173
Issues of Mass Education ·····························································································176
Integration of the Entire Life into a Holistic Education ······················································ 186
The Current Task of Life Education ···············································································188
A Letter to Comrades of the Life Education Society --Written for the 12th Anniversary of the Life
Education Movement································································································· 191
Wartime Education: Semi-Monthly Approach --to Dai Botao ···············································201
On Life Education --Reply to a Letter from a Friend ························································· 203
Education in Guerrilla Zones······················································································· 206
A Letter to Comrades on the 13th Anniversary of the Life Education Movement ······················ 209
The Purpose of Establishing Yucai Schools······································································ 214
On the Eve of Yucai’s Second Birthday ···········································································218
Speech at the 15th Anniversary Celebration of the Life Education Movement ··························230
Education and Life are Inseparable.·············································································· 231
The Founding and Growth of Life Education ··································································· 232
Democratic Education ································································································ 235
The Social University Movement···················································································239
Bacui Chen (陈拔萃) is an associate professor at the School of Foreign Studies, Lingnan Normal
University. She holds a doctorate from Hong Kong Baptist University. With expertise in translation and
interpreting, she teaches consecutive interpreting, simultaneous interpreting, etc. She has published SSCI
and SCI indexed papers and led several provincial-level research projects.Her translated works include 19
books, covering education, psychology and fiction. She has also guided students to win prizes in national
English debate competitions.