The historical experience of educators running schools: A case study of Chen Heqin’s exploration of ‘living education’

Chen Heqin (1892–1982), who studied at Columbia University’s Teachers College, is an important Chinese descendant of Dewey’s pragmatic education. Chen Heqin proposed his own ‘living education’ theory through inheriting, transforming, and surpassing Dewey’s ‘life education’ theory. This theory was based on Chinese experiments and multi-dimensional school-running practices, particularly drawing from his long-term practice in Shanghai. ‘Living education’ theory reflects the successful mystery of schooling development in Shanghai and the historical experience of educators. This research has important academic value and practical significance for promoting deep reforms in schools and contemporary teachers’ development.