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The Mind of the New Socialist Student in the Chinese Revolutionary Imagination, 1949–1958 Zhipeng Gao a Dissertation Submitted

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The Mind of the New Socialist Student in the Chinese Revolutionary Imagination, 1949–1958 Zhipeng Gao a Dissertation Submitted CORE Metadata, citation and similar papers at core.ac.uk Provided by YorkSpace THE MIND OF THE NEW SOCIALIST STUDENT IN THE CHINESE REVOLUTIONARY IMAGINATION, 1949–1958 ZHIPENG GAO A DISSERTATION SUBMITTED TO THE FACULTY OF GRADUATE STUDIES IN PARTIAL FULFILLMENT OF THE REQUIREMENTS FOR THE DEGREE OF DOCTOR OF PHILOSOPHY GRADUATE PROGRAM IN PSYCHOLOGY YORK UNIVERSITY TORONTO, ONTARIO August 2018 © Zhipeng Gao, 2018 Abstract Between 1949 and 1958, the nascent People’s Republic of China witnessed a radical shift of knowledge about the human mind that transformed pedagogy. Against the Cold War and the changing Sino-Soviet relation, Chinese psychologists progressively repudiated American and Soviet schools for their shared deterministic philosophy and disinterest in human agency and class struggle. In light of this critique, educators abandoned psychological science as the basis of pedagogy and endeavored to create a supreme “new socialist student” to meet China’s economic and political agendas. This dissertation explores this “exteriorization” epistemic transition by juxtaposing psychology and education. Taking advantage of so far untapped archival and published sources, this dissertation explores how psychologists, educators, and students navigated between a utopian communist dream and China’s harsh socioeconomic reality in the creation of the new socialist student ideal. Chapter One “Wrestling with Human Nature” argues that the critique of psychology instantiated China’s progressive ethos that, in the endeavor of transforming human mentality, rejected scientific discovery of mental laws. Chapter Two “Laborizing Education” argues that students faced excessive academic and labor tasks due to China’s pursuit of post-war recovery, of success in Cold War competition, and of forestalling future labor-based class stratification. Chapter Three “Engendering Citizenship” scrutinizes how educators tapped into students’ subjectivity to produce a new citizenship identity capable of dismantling existing social relations. Keywords: China, citizenship, education, labor, psychology, socialist revolution ii Acknowledgements The first person I would like to thank is my supervisor and academic father, Dr. Thomas Teo. He is the one who opened the door to academia for me and lent me unceasing support throughout my eight years of graduate studies. A deep and meticulous thinker, Thomas also granted me great freedom to explore my own intellectual trajectory. As my dissertation topic veered outside his expertise, Thomas scrabbled every single means to ensure my completion and strategize my career prospect. I am going to miss Thomas after graduation and our intellectual bond will never be weakened. My completion is much indebted to three dissertation supervisors, Dr. Alexandra Rutherford, Dr. Michael Pettit, and Dr. Howard Chiang. Since the first day I entered graduate school, I took many inspiring courses taught by Alex, which led to my first journal publication and gradual transition from theoretical study to historiography. In addition, Alex sowed the seeds of feminism in my academic interest and personal life. Mike provided me much methodological and conceptual guidance, especially regarding the human subject in the Cold War. I was a slow student in his methodology course but still found it having a lasting impact on my research. I met Howard as a contributor to his project “The Making of the Human Sciences in China” before having him on my supervisory board. Our limited number of meetings and correspondences had such great an impact on my research that he may not be fully aware of. His generous soul to young scholars, including me, is only matched by his philosopher’s stone that does magic. I also thank my examination committee – Dr. Aminda Smith, Dr. Ron Sheese, and Dr. Qiang Zha, for enabling my defence. A special note of thanks to Dr. Katherine Bischoping, who blocked me twice from enrolling in qualitative courses offered by the Department of Sociology, but ended up as my mentor, iii colleague, and dear friend. Besides the several research projects we collaborated on and numerous dinners we had together, I wish to highlight that Kathy lends me a new eye to look back at China, which benefited my dissertation tremendously. I would like to thank my intellectual home, the Historical, Theoretical, and Critical Studies of Psychology program at York University. A very rare program of its kind in the world, it enabled my intellectual transition over the past eight years and opened up new possibilities for years to come. I am particularly indebted to Dr. Adrian Brock, Dr. Raymond Fancher, and Benjamin Zabinski, but it is no exaggeration to say that every single member of the program, including many of its alumni and friends, has contributed to my intellectual growth and enjoyment. The graduate office of the Department of Psychology did a miraculous job in creating a supportive learning/research space. I owe many thanks to Douglas McCann, Adrienne Perry, Ann Pestano, Freda Ann Soltau, Lori-Anne Santos, Barbara Thurston, Alistair P. Mapp, and Sandra Locke. I am particularly indebted to Dr. Rebecca Jubis, who trained me on my way to become a course director and instructor. She has one of the kindest souls in this world. My research was generously funded by York Centre for Asian Research, the Faculty of Graduate Studies, and Canadian Union of Public Employees at York University. Some research grants and awards were enabled by Dr. Vivienne Poy, Dr. Raymond Fancher, Dr. Mary J. Wright, and the legacies of Pierre Elliott Trudeau and of Dr. Sigmund Koch. I am grateful to have had the opportunity to attend the Critical China Studies workshop at University of Toronto, and owe thanks to Dr. Yiching Wu, Dr. Yue Meng, and Yu Wang. Dr. Mark Solovey and Dr. Nikolai Krementsov at University of Toronto also kindly lent help to my research. I thank the International Society for Theoretical Psychology, the Society for Theoretical and Philosophical psychology (Division 24 of the American Psychological Association), and the iii History and Philosophy of Psychology Section of the Canadian Psychological Association for creating inspiring intellectual space and for recognizing my research products. I am indebted to the following scholars, colleagues, and friends: Dr. Cui Guanghui, Dr. Lisa Drummond, Alicia Filipowich, Dr. Philip Kelly, Dr. Janice Kim, Dr. James Lamiell, Dr. Kate Slaney, Natalie Spagnuolo, Professor Wang Xueyan, Professor Yan Shuchang, Dr. Jie Yang, and Professor Yin Shanyan. My deepest love and gratitude to my grandparents, Wang Xiusu and Gao Kui, who gave me life. I am grateful of my aunt, uncle-in-law, and mother for they love and support. Li Hong is not only my teacher but also a family member to me; I would have likely missed academia without her. Last but not least, I thank Li Tian and Evan Steacy, my family in Toronto, who are always by my side at my every success and difficult time. iii Table of Contents Abstract .......................................................................................................................................... ii Acknowledgements ...................................................................................................................... iii Table of Contents ......................................................................................................................... iv List of Figures ................................................................................................................................ v Introduction ................................................................................................................................... 1 Psychology and education in transition ............................................................................................... 1 The “new socialist human” ideal ......................................................................................................... 4 Exteriorization and politicization ......................................................................................................... 7 China’s twin objectives ...................................................................................................................... 14 Psychologists, educators, the CCP, and students .............................................................................. 21 Methods and materials ....................................................................................................................... 24 Dissertation structure ......................................................................................................................... 28 Chapter One: Wrestling with Human Nature.......................................................................... 31 Historical background .......................................................................................................................... 31 Indigenous discourses in ancient China ............................................................................................. 31 Modernizing education ....................................................................................................................... 32 The rise of the Chinese Communist Party .......................................................................................... 36 Socialist education in the making ....................................................................................................... 37 From child-centered pedagogy to politics-centered pedagogy
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