Within the higher education system of the Chinese Empire, there have always been so-called "four famous universities, namely Imperial University and Xinhua University in Beijing, Nanyang University in Guangzhou and Sino-English Union University in Shanghai.

The predecessor of Imperial University was Nanhua University established by Zheng Ying in Guangzhou. It has always been one of the earliest si universities in China. After the Sino-Japanese War of 1894-1895, it was expanded on the site of the "Beijing University Hall" opened during the "New Policy" of the Qing Dynasty. It moved to the school in the third year of China and renamed "Imperial University", but the royal family still paid for it. Its former site was settled by Nanyang University, which was originally established in Haiphong. It is a comprehensive university, especially in the humanities, and is known as the "cradle of new learning ideas."[]

The predecessor of Xinhua University was a research university imitating German established in Guangzhou during the Nanyang Zongli Yamen period. Later, it moved to Beijing and was known for its science and engineering.

Nanyang University was a university established in coastal defense by overseas Chinese in Nanyang in the early years. Later, it moved to Guangzhou and has always recruited more students in Nanyang, focusing on both arts and science, and has a lot of students all over the world.

Sino-British United University was built with interest-free loan assistance in the UK. It was originally a member college in the London University system. It was named the University of London Huaxia College in the early years, but was originally located in Xiamen. China moved to Shanghai in three years, and China announced its independence from the University of London and was renamed Sino-British United University. The school has been politically esthetic since the beginning, mainly because the UK strives to expand its influence in China by its influence on Chinese youth elites. In history, more than two-thirds of the undergraduate students in the school will study in the UK, and the coverage of on-campus scholarships is also very wide. Over the years, the school's graduates have been widely distributed in all walks of life in China, forming a strong potential.

Due to the limited educational resources in the early years, Zheng Ying adopted the strategy of "concentrating resources to prioritize building high-quality universities" and first created several classic universities. Therefore, these four universities are basically the "almmas" of each university in China. Almost every few years, a group of forces have to be divided into a university alliance with the "almmas" as a link, and formed several "university alliances" within China's higher education territory... The "Imperial University Alliance" mainly in Imperial University basically has a tangible relationship with the royal industry, which is considered a royal school. It is given priority to recruit students in the Cining system, and most of the talents trained are included in the royal industry.

Imperial University is a relatively special existence among these schools.

In addition to the royal family's funding to establish and operate, he was also relatively free in teaching style. At the beginning of its establishment... Zheng Ying's regime issued a "charter" to him, granting the power of academic autonomy, and the government had no right to interfere with its teaching and research content. Later, this special power was clarified through the "University Law". The Imperial Congress Education Committee took the lead in giving ratings to universities and enjoying academic autonomy rights according to its level. Currently, only Imperial University and even the other three "famous schools" belong to the second class.

Therefore... the academic atmosphere of Imperial University has always been the most free and relaxed in the entire China, and the professors here have always been known for "dare to speak out". In order to prevent political intervention in academic research, Zheng Ying did not adopt an administrative appropriation system for the operation of Imperial University, but adopted a financial independence and a school-producing fund system... He took the lead in donating astronomical funds, coupled with alumni donations over the years, and the "Imperial Investment Company" established by Imperial University is operating to make up for the lack of funds of Imperial University. Due to the link between Imperial University and the royal industry, all alumni have either become rich or noble, and have outstanding professionals in investment. Over the years, they have accumulated up to 180 million yuan of school-producing production. With such strong strength as a backing... Imperial University has always made a big deal in hiring talents.

But the most shocking thing is that in 1904, Imperial University invited former president of the American Psychological Society from the United States... a professor at the University of Chicago and a famous American educator John Dewey as vice president of the Imperial University and a professor of philosophy and teacher science.

In order to hire this pedagogic master who rewritten the history of the 20th century and even the history of the United States, Zheng Ying spent a lot of money: high salary, title, complete autonomy, complete freedom of speech, and provided one million Chinese yuan in funds for his free disposal every year.

However, there was another crucial reason for Dewey's final trip: his close friend George Herbert Mead left the University of Michigan in 1895 and became an associate professor in the Department of Sociology of Sino-English University. Later, he transferred to the Department of Sociology of Imperial University to teach, in-depth research on Eastern educational thoughts and social culture, and published many monographs, which caused a sensation in the academic circles of the East and the West.

George Herbert Mead wrote to Dewey himself, proposing that "this is a free academic fertile land". The mysterious Eastern culture "has a lot of valuable wealth worth exploring", and "the students here are full of knowledge and the oriental worldview is also worth studying." He believes that Dewey "can find inspiration here and push academics to a new peak."

What interested Dewey even more was that the psychoanalyst Sieger Méng De Freud, whom he always attached great importance to, also worked at Imperial University. The Austrian neurologist was invited to China to visit Li in 1897, and then happily joined the Department of Sociology of Imperial University as a professor, and received special funds from Imperial University to engage in psychoanalysis, and published many monographs.

All of this, along with the natural charm of the ancient Eastern country, attracted John Dewey. In the end, the famous educator's student trajectory turned a direction here, and did not accept the invitation from Columbia University but came to China across the ocean.

Zheng Yu was wearing casual clothes and was smiling at John Dewey opposite him.

His earliest understanding of Dewey came from the criticism of the so-called "bourgeois pragmatism reactionary academic authority John Dewey", "the bourgeois liar Dewey", and "the academic gangster Dewey who serves the American reactionaries" in some early textbooks. However, before this inspection of imperial higher education, he naturally did his homework and had some basic understanding of this famous education expert.

He knew that this person had his own theoretical system in education and linked education with the development and changes of the entire society, and could be regarded as an "educational centered theory".

When he met Dewey, he hoped to hear the evaluation and suggestions of this education expert from the forefront of American education and who had taught at top Chinese institutions for two years.

Zheng Yu, who came from later generations, knew the role of education better than any native politician in this era. In the long run, "the future of a country is determined in the classroom of a school." The advanced education system will inevitably lead to the development of the country. The disadvantages of the education system will inevitably be infinitely amplified in society... becoming a chronic disease of the entire country.

Zheng Yu knew how serious the problems in modern and modern education in China were, but he was not an education expert. At most, he only had directional views and conceptual opinions on these problems. He needed real experts to give suggestions from a professional perspective.

Dewey is one of the best candidates.

Forty-six-year-old vice president of the Imperial University, John Dewey, was also looking at the young emperor opposite with interest.

Dewey, born and raised in the United States, naturally had no wise complex... he did not have a strong concept of characters like "emperor". His respect for Zheng Yu was based on respect for Zheng Yu's achievements and recognition of personality, and also based on necessary etiquette, but that's all.

In his heart, Dewey always believes that these powerful people are equal to himself.

However, Dewey already knew the purpose of the other party's visit, so he naturally would not waste time. The one who can have the most direct impact on a country's education policy is undoubtedly the highest authority on the other side. His opinion will be the key to opening and advancing a reform. This feeling made him a little excited.

"Your Majesty...frankly speaking, Principal Lin has talked to me before." Dewey shrugged, "It seems that it is the Chinese rule...... I hope I'm 'careful, some problems are not that simple, and I should also pay attention to the relationship with my brother's school."

Zheng Yu smiled: "We have some human rules... but what I want is the truth. You don't need to consider those things at all."

Dewey looked at the young man who was not arrogant, looked at the other party with a British style and sipped coffee, and smiled and pushed his glasses: "It seems that my judgment of you is correct......... I am worthy of being a student of Marshal Xu Fan, the son of His Majesty the Great Emperor. Only a pragmatic and unintentional leader can bring this country to this point."

Zheng Yu smiled and said, "The Chinese are pragmatic in nature, but they have gone a little wrong with culture... It is much better now than before. If you came forty years earlier, this country would make you dumbfounded."

Dewey nodded: "I have heard of a lot... But now, although this country is full of vitality... there are many very valuable things in the fields of traditional culture and sociology... but there are also many places that need to be improved and improved."

"Speaking."

"Although I have only been in China for two years, I have some understanding at least at the level of education," Dewey said. "In short, it can be said to be utilitarian education."

"Utilitarianism?" Zheng Yu played with the coffee cup, "You mean, Jeremy = Pendant?"

"Yes, it's Berber." Dewey nodded, "In my opinion, the core idea of ​​your country's current education is utilitarianism, with the overall welfare of society as its only and highest goal, and assuming that the value of all individuals is limited, the overall welfare and pain of society lies in the direct summation of equal individuals."

"Please keep talking."

"The guiding ideology of utilitarianism determines that your country's current education has a distinct purpose, that is, to obey the guiding phalanx of the whole society, to "contribute, society's needs, talents." Dewey said, "Basically, your country's schools can be generally considered processing plants, which is to input different raw materials into them and then produce almost the same production. "However, I have to admire your father." Dewey smiled, "Elementary schools adopt highly consistent education, focusing on cultivating morality, writing and mathematics,

We focus on training students' obedience, patience, collective consciousness, discipline and physical fitness, and train children from loose peasant families into qualified workers and soldiers. In the middle school stage, legal education and culture and art began to increase, and the proportion of semi-military sports was increased. The goal was to cultivate social backbone who was physically and mentally healthy and abide by laws and regulations. In high school, we vigorously increase the popularization of social science knowledge and natural science knowledge, strengthen compulsory education for citizens' rights, so as to cultivate qualified social professionals and technical personnel, and prepare for universities."

"When you arrive at a university, your country will give the future elites freedom of choice through differentiated school settings and free application, and to a certain extent, to achieve teaching according to their aptitude, and to achieve diversification of the ideological and behavioral methods of the elites." Dewey said... "Taking Emperor Da and Xinda as examples, although both are in Beijing, the Emperor Da tolerate various ideological trends with the maximum academic autonomy and student autonomy. Xinda is relatively conservative, focusing on specific technical issues... emphasizing the purity of science and technology, opposing the introduction of ideology into scientific research. This will achieve the diversification of the elite to a certain extent and avoid the simple convergence of social dominant ideology."

"I can roughly guess the intention of His Majesty the Emperor of China," Dewey said. "Through the consistency of early education, we can ensure the unity of the country in basic ideology and value orientation, prevent deep separation, cultivate universal public consciousness, establish a solid lower-level foundation... and achieve basic ideology consistency among all social classes; through the comprehensive and relatively consistent secondary education, we can build a solid backbone class to adapt to the requirements of industrial and commercial development and national defense construction; in the higher education stage, we will strive to build an elite group with relatively open thinking and independent thinking ability. In this way, the country can grow different branches on the strong foundation of unity and strong foundation, forming a situation where a solid foundation is solid and a flower blooms."

"In this way, the entire education system is based on the efficiency priority theory of Jeremy = Pendant, and operates for the overall welfare of society, which also forms an industrial assembly line human resources training factory."

Zheng Yu was silent for a while and nodded: "What you said is basically correct. So, based on what you see, what is wrong with this system?"

"As far as the philosophical aspect of purpose itself is concerned, it is complicated to discuss whether Jeremy Berme's utilitarian theory is right or wrong, and it is not necessary," Dewey said. "I have no intention of questioning the moral advantages and disadvantages of your country's foundation idea... I just raise some practical questions for reference."

"I have visited and learned about the education of primary and secondary schools, but it is not my main subject after all, so I can only give some shallow understanding. I once visited a junior high school as an ordinary foreigner. The teacher's lectures were full of emotions, and the students were very serious and serious in class. The text I was teaching at that time was about setting ambitions. After class, I asked them what they thought after listening to it, and they all said that they would serve the country and go wherever the country needed me. But later, as they became familiar, some children said what they said in their hearts, and several of them were very direct, taking exams, going to college, and becoming high-ranking officials."

"I asked them why they wanted to be high-ranking officials, not workers, businessmen, and soldiers. The children said that being high-ranking officials can manage many people, they are very majestic and rich. The children of high-ranking officials eat well and wear well, and have pocket money. When they talk about their parents, they are very proud, and their families have many difficulties, and their parents also envy those who are officials."

"This is a school in the city. I believe these children have seen some things in society and have their own understanding of society." Dewey said. "It can be seen that some indoctrination in education may not necessarily play a good role. Such a young child is used to concealing his true thoughts, saying some high-sounding lies, saying noble words, and actually doing things for his own benefit. If such a child grows up, he really becomes an official through his own efforts. What will he bring to society? What path will he take?"

Zheng Yu was silent for a long time and didn't say anything.

"In the countryside, children should be more simple and believe in the things taught by teachers, but the level of teachers is often worrying. Many teachers do not fully understand some things and face the pressure of "dominate ideology and ideology. Teachers are treated relatively generously, which makes them very worried that they will lose their jobs. Therefore, they regard the "guidance spirit of the superior education department as the standard, and even strive to do more extreme things. When I went to the junior primary school, the newly enrolled children had already swore and sang the portrait of His Majesty the Emperor every day at the request of the principal, and recited the Hades of the Emperor, and took turns to sweep the spiritual positions of the Emperor in turn. In many places, they even used "tags," and replaced the word "eagles with English, and lost points if they forgot to avoid taboos."

“Many children, when I ask them if they like to do their homework, they say they like it very much.

But when I asked them, I could help teachers to exempt you from your homework for a week, and I immediately jumped up with joy. Later I realized that Chinese children do not like homework. They work hard because of the requirements of their parents and teachers and the pressure of exams. They don’t like many things, but they can only be forced to do them. They have learned to look at the faces of their parents and teachers since childhood, learn to obey the will of people with higher status and distort themselves, and learn to hide their words in their hearts. This morality is traditionally considered by people here to be virtue, that is, filial piety and respect teachers and respect the truth. So I understand that most Chinese people have been suppressed since childhood, and have received a forced education from family to school. The purpose of this education is to stifle their freedom of thought, cultivate them to obey authority, abide by order, and prohibit the behavior of challenging authority. This can also understand the lack of innovation in the fields of social sciences and natural sciences for hundreds of years."

Zheng Yushen remained unchanged and took a sip of tea: "Please continue."

When Dewey looked at the young emperor, he couldn't help but admire the other party's cultivation and patience, and he couldn't help but feel more confident...
Chapter completed!