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Abstract
This paper is based on the results of my research on John Dewey’s pedagogical influences in the historical context of China. The thesis was published by Springer in German and English (). This paper expands further on three crucial and powerful misunderstandings in the Chinese reception of Dewey’s basic ideas of democratic education and their enduring philosophical, educational, and political consequences. The results of my study will clarify and correct errors that continue to have an impact today.