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.