Learning from others
Japan's role in bringing psychology to China
Bibliographic Data
| ID | 18944118 |
|---|---|
| Authors | Geoffrey Blowers (University of Hong Kong, corresponding author) |
| Year | 2000 |
| Volume | 55 |
| Issue | 12 |
| Pages | 1433-1436 |
| Publication date | 2000-01-01 |
| Open Access | No |
| Type | ARTICLE |
| Venue | American Psychologist (JOURNAL) |
| Journal identifiers | ISSN: 0003-066X • E-ISSN: 1935-990X |
| Publisher | American Psychological Association (PUBLISHER • US) |
| DOI | 10.1037/0003-066x.55.12.1433 |
| PMID | 11260870 |
| OpenAlex | W2094858903 |
| Language | EN |
| Citations received | 2 |
| References cited | 4 |
Recent research by Chinese and Japanese historians of psychology and education suggests that it was educational reformers' copying of Japan's education system in the 1st decade of the 20th century that provided the context for developing modern psychology in China. Psychology, although not well understood by those reformers, was thought to be useful in teacher training. In 1902 Japanese psychology teachers came to China and some textbooks were translated. Chinese students studying in Japan also brought back psychological knowledge in translations. However, the Chinese attraction to study in Japan declined after 1906. As the United States opened new universities and provided opportunities for Chinese students to study in U.S. schools, it became a more attractive option for later generations of Chinese, who saw psychology become established as a separate discipline
Asian psychology · China · Context (archaeology) · Copying · International psychology · Pedagogy · Political science · School psychology · Social science · Sociology · Academic and Historical Perspectives in Psychology · History · Law · Psychology
| Citations per year | 0.2 |
|---|---|
| Citation span | 2016 - 2019 (4) |
| Highly cited | No |