Ying Zhou, Ph.D. (2021), University of Groningen, is an assistant professor at Xiamen University. Her current research project is concerned with pragmatism and progressive education in China and Japan.

• AcknowledgementsNote on RomanisationList of Figures and TablesList of AbbreviationsIntroduction1 Intertwining Themes of Education: Institutional Change and Enlightenment of the People2 Aims and Objectives of the Book3 Methodological Outline4 Structure of the Book1 A Seismic Shift in Education in the Last Decade of the Empire, 1901–19111 The Gestation of Fundamental Reform in Education2 The 1904 Educational System: A Trade-off as well as a Breakthrough3 The Constitutional Reform and its Implication for Education, 1905–19114 Conclusion2 New Education and Republican Politics, 1912–19231 Educational Rearrangement and the Early Republican Politics, 1912–19162 Whose Victory? the “New System” and Disputes on Education for Democracy, 1916–19223 Actualising the Democratic Ideal: The 1923 Curricula4 Conclusion3 Education, Democracy, and Nationalism in the Republic, 1923–19371 Reflections on and Criticisms of New Education2 Education in the Nanjing Decade3 Education for Nationalist Democracy4 Conclusion4 Self-cultivation: Moral Education under Challenge, 1904–19231 Selection of Textbook Sources2 Self-Cultivation as a School Subject3 Self-Cultivation during 1904–1915: Teaching Morality, Democracy, and Citizenship4 Self-cultivation during 1915–1923: Failing to Offer an Arena for Democratic Education5 Conclusion5 Citizenship: Education for Diverse Models of Democracy, 1923–19361 Selection of textbook sources2 Citizenship as a School Subject3 Education for Citizenship in an Era of Intellectual Pluralism, 1923–19274 Party education at the beginning of political tutelage, 1928–19325 Citizenship Education in the Transition to Constitutional Rule, 1932–19366 Conclusion6 Conclusion: Education in a Society that Persistently Pursues Democracy1 Education within a Context of Constant Changes2 Educational and Socio-Political Reforms3 Democratic Ideals and the Actualisation of Education for DemocracyAppendixBibliographyIndex