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This book tries to trace Dewey's intellectual history from his
early years to the end, focusing on the themes of psychology and
the psychological aspect of education in Dewey's lifelong
writing.The author mixed the discussion on Dewey's work with his
life stories and shows readers how his ideas evolved over time. In
turn, the book offers a critical review of his ideas in the areas
of psychology and education. Lastly, it assesses Dewey's
involvement in and impact on education. In short, it provides a
comprehensive account of his legacy in psychology and education.
This volume provides a comprehensive and in-depth analysis of the
security discourse of Chinese policy elites on the major powers in
East Asia in relation to China's self-perception as a rising power.
It is the first book-length study that utilizes International
Relations theories systematically to analyze Chinese security
perceptions of the United States, Japan and Russia, and the debate
among Chinese international relations specialists on how China
should respond to the perceived challenge from the major powers to
its rise to a global status. Rex Li argues that the security
discourse of Chinese policy analysts is closely linked to their
conception of China's identity and their desire and endeavour to
construct a great power identity for China. Drawing on extensive
and up-to-date Chinese-language sources, the study demonstrates
that Chinese elites perceive the power, aspirations and security
strategies of other East Asian powers primarily in terms of their
implications for China's pursuit of great power status. This new
work will contribute significantly to the on-going academic and
policy debate on the nature and repercussions of China's rise. This
book will be essential reading for undergraduate and postgraduate
students and scholars of Asian security, China's foreign relations,
security studies and international relations.
This volume provides a comprehensive and in-depth analysis of the
security discourse of Chinese policy elites on the major powers in
East Asia in relation to China's self-perception as a rising power.
It is the first book-length study that utilizes International
Relations theories systematically to analyze Chinese security
perceptions of the United States, Japan and Russia, and the debate
among Chinese international relations specialists on how China
should respond to the perceived challenge from the major powers to
its rise to a global status. Rex Li argues that the security
discourse of Chinese policy analysts is closely linked to their
conception of China's identity and their desire and endeavour to
construct a great power identity for China. Drawing on extensive
and up-to-date Chinese-language sources, the study demonstrates
that Chinese elites perceive the power, aspirations and security
strategies of other East Asian powers primarily in terms of their
implications for China's pursuit of great power status. This new
work will contribute significantly to the on-going academic and
policy debate on the nature and repercussions of China's rise. This
book will be essential reading for undergraduate and postgraduate
students and scholars of Asian security, China's foreign relations,
security studies and international relations.
Li briefly outlines three generations of intelligence research over
the past 100 years with attention to the origins and limitations of
early investigations and the resulting confusion and disagreement
in modern reinterpretations of the findings. He discerns an
emerging consensus among scholars and researchers that intelligence
should be considered primarily as a product of thinking and
learning. To find the essence of how thinking is possible and what
learning is, Li investigates theory and research in cognitive
psychology, developmental linguistics, animal behavior, and many
other related disciplines. He proposes the notion of conceptual
intelligence, i.e., human intelligence, as a result of thinking and
learning through concepts. Li traces how the human species created
concepts, and how conceptual thinking and conceptual learning make
the human species intelligent and creative. There is nothing
mysterious, intuitive, or innate about it. Our past thinking and
learning has created the intelligence of today and will continue to
create our intelligence in the future. How to think deeper and
learn better are the difficult questions for us now as we
consciously venture into new arenas of problem-solving and
cognition.
This book tries to trace Dewey's intellectual history from his
early years to the end, focusing on the themes of psychology and
the psychological aspect of education in Dewey's lifelong
writing.The author mixed the discussion on Dewey's work with his
life stories and shows readers how his ideas evolved over time. In
turn, the book offers a critical review of his ideas in the areas
of psychology and education. Lastly, it assesses Dewey's
involvement in and impact on education. In short, it provides a
comprehensive account of his legacy in psychology and education.
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