Knowledge Transfer:The Reception and Transformation of German Pedagogy by Chinese Educationists (1928-1943)

Author: Wei-Chih Liou(Department of Education, National Taiwan Normal University)

Vol.&No.：Vol. 52, No. 3
Date：December 2007
Pages：43-64
DOI：10.3966/2073753X2007125203003

Abstract：

The purpose of this paper was to analyze nine dissertations by Chinese educationists who completed their doctoral degrees between 1928 and 1943 in Germany. It looks at the “transfer” of educational knowledge from Germany to China during that period by looking at these Chinese scholars’ selection of dissertation topics, their way of organizing their dissertations, and their perspectives on interpreting the new educational knowledge they had acquired in Germany. Thus the researcher is taking the perspective of the theory of knowledge transfer to show how the nine Chinese scholars living in Germany had an important impact on educational thinking and policy in China. Here it is important to note that both the purely theoretical interest of the individual educationists and the educational needs of their mother state (China) were critical elements in the process of knowledge transfer.

Keywords：Chinese pedagogy, transnational knowledge transfer, German pedagogy

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