An Analysis of Doctoral Dissertations from Chinese Students at Teachers College, Columbia University (1914-1929)
This article analyzes 15 doctoral dissertations by Chinese students in the subfields of educational theory, educational psychology and educational administration from the year 1914 to 1929 at Teachers College, Columbia University. The results showed that dissertations in Chinese educational history and philosophy were the first topics to have appeared. However, they were relatively few in number, and all of them focused on China, with limited degrees of examination into educational pragmatism in the United States. Dissertations in educational psychology were the most numerous, with strong influences from Thorndike’s Paradigm. The results mainly focused on the methodologies and tools for psychological and educational tests. Dissertations in educational administration mainly used quantitative and survey research methods, with a strong focus on direct applications in China. Advisers, such as Thorndike and Strayer, were the most important figures in the respective areas. The influences from Thorndike were particularly strong. The dissertations in this period of time were full of the optimistic and naïve Zeitgeist of the 1920’s.
The outcome of this study is critical in terms of the impact of American education on the history of Chinese modern education. It provides a very contrary historical picture from the popular assumption of many related studies which state that Chinese students returning back from Teachers College must have been deeply influenced by John Dewey.
|關鍵詞||哥倫比亞大學師範學院、教育史、教育學者、Teachers College (Columbia University)、history of education、educational researcher|