Two Key Theories in Education Research Theory, Design, and Methods (RSCH- 8100D- 5)

The following describes the philosophies of Confucius (Confucianism) and John Dewey (pragmatism/instrumentalism/experimentalism) and their views toward vocational, technical, general academic instruction, and the development of morals and values as espoused throughout Asia and America during a span of history from 551 BCE to1949 CE This is not intended to present an entire picture of design purpose and implementation, however, will focus on the paths of these originators of theory from their earliest. The purpose behind investigating these individuals and their work is to identify and acknowledge the intellectual genealogy of inter-related theories and the process of synthesis that make current prevailing philosophies and practices possible. Confucius: Pragmaticist and the first public school teacher Two authors should be credited with inscribing Chinese history and with so creating the legacy of the Qin Dynasty (221-201 BCE), scholarship in China as it is known today; Ssu-ma T’an (Sima T’an, birth date unknown- 110 BCE) and Ssu-ma Chi’en (Sima Qian, ca. 145- 86 BCE). During the time they lived education centered on six arts: propriety, music, archery, chariot driving, writing and mathematics. Of the literature that has survived, according to T’an