Abstract
During the May Fourth period, the clash of ideas of democracy and science with Confucian tradition had a great impact on the Chinese intellectual community, consisting of modern intellectuals and traditional scholars. In response to the prevailing anti-traditionalism during the May Fourth period, Liang made great efforts to retain and reform Confucianism. This paper highlights the effects of Confucian tradition and John Dewey’s pragmatism on Chinese rural education during the Republican period by studying Liang Shuming’s educational thought and practice. By exploring a philosophical ‘dialogue’ between Liang Shuming and John Dewey, this paper demonstrates how the intersection of traditional and modern aspects shaped Chinese rural educational reform during the 1930s.
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