1920-1921

Bertrand Russell in China : 8. Okt. 1920-10. Juli 1921 : Allgemein
1982
Suzanne P. Ogden : Chinese students flooded abroad for advanced education, while Chinese educational institutions were remodeled to serve better the goals of modernization. Bertrand Russel's visit produced rapid disillusionment for many Chinese, widespread confusion among others, and a kind of half-hearted admiration on the part of a few, which seemed to spring as much from intertia, embarrassment, or the wish to be polite, as from intellectual or political commitment.
To many Chinese intellectuals, Russell appeared as a man who, because of his intellectual power and because of his commitment to social change, would have unusually valuable insights into the problems besetting the Chinese people at that time. That the Chinese seriously considered Russell's ideas for institutional and societal change in China indicates the inherent problem of assuming that a leader in one field will be equally well qualified to speak on totally unrelated topics. A foreign philosopher, a scientist turned ideologist, met a group of Chinese in search of a theory of social and political change.
Russell arrived at a crucial time in China's intellectual and political evolution. The major split within the leadership of the new culture movement, between the Marxists and the 'liberals', occurred in 1921. While the Lecture Society encompassed a broad range of the 'liberal' Chinese political spectrum, the more radical, would-be Communists and socialists largely remained outside of it. But there were no rigid classifications at that time, only individuals who flowed from one group to another, for the differences were only of degree. On the definition of fundamental issues, there was near accord between the 'liberals' and the socialists-communists. That is, the major segments of Russell's 'political' audience (those interested in his ideas on social reconstruction) were each an assortment of 'progressives' in their attitudes toward change and development, even if later some 'socialists' were to be denounced as 'neo-conservatives'. They wanted to break with the past and 'progress' in a new direction. And both groups were preeminently nationalists, so that in spite of ideological differences, they agreed that China's major problems were economic backwardness, political disunity, and bad government. Still, the ideological perspective became important when each group inquired into the best methods for confronting these problems.
Chinese intellectuals became more receptive to leftist views, including not only Marxism but also guild socialism, syndicalism, and anarchism. Since Russell was known to have spoken on all three ideas, was believed to have been an ardent guild socialist before his arrival in China, his trip generated enthusiasm not only among the 'liberals' who associated him with progressive individualist and libertarian values, but also among the various leftist groups.
The Chinese also admired many of Russell's personal qualities : his near-heroic pacifism, his independence of thought and action, his advocacy of the ideal of world unity and his defiance of authority. The last trait was thoroughly compatible with the general Chinese new culture ideal of defiance.
Russell came to China with a view to discovering what China's problems were ; but he also came with many preconceptions of what the best solutions would be. Throughout his life, Russell held two general convictions. The first was that political and economic problems could be solved by choosing and effecting the right economic system and the right political values. The second was that the right solutions would involve fundamental change which would be revolutionary unless action was taken to ensure an evolutionary path. A brief exposure to China's conditions convinced him that although his social ideas were correct in theory, they were inapplicable to China. Once in China, he talked, observed, argued and learned, so that his judgments changed as his information and understanding increased.
Having visited Bolshevik Russia immediately prior to his trip to China, Russell was eager to expound on the evils of Bolshevism, but to separate this issue from socialism as a value construct. Russell and the Chinese began with different hopes and drew different conclusions from viewing the consequences of the Bolshevik Revolution. The question of revolution's 'humanity' was not a luxury in which the Chinese felt they could indulge. For Russell it became the key issue. What the Chinese socialists saw in the Russian Revolution was the existential possibility of complete and rapid change. Russell saw no need to wonder that revolution could occur. So he approached it instead from the perspective of morality : the Bolshevik method of industrialization exploited the worker. This increased Russell's skepticism about socialism as a method of industrializing.
While Russell endorsed socialism as 'necessary to the world', his concern for morality caused him to condemn Bolshevik methods of establishing it.
Russell recommended a form of state socialism for China, a system about which he was alternately cynical, hopeful, dubious, critical, and enthusiastic. Instead of a Western-style democracy or a Soviet-style socialism, Russell suggested that China had first to experience a government 'analogous to', but not the same as, the dictatorship of the Communist Party in the Soviet Union. This analogous form of dictatorship, carried out by '10,000 resolute men' would presumably educate the people to recognize the incompatibility between capitalism and democracy, would carry out 'non-capitalistic' industrialization, and would re-invest profits for the benefit of the people.
Russell's vision of the best form of government for China presupposed political reform, but reform was the prerequisite for economic reform : the Chinese had to establish a unified, strong, and honest state capable of governing China before they nationalized, permitting the right people to control the socialist economy. Russell's views on the role of socialism in industrialization provoked much controversy among China's intelligentsia, which was already debating these questions in 1920-21.
Russell asserted that education had to precede socialism in China : power without wisdom was dangerous, as Bolshevik Russia demonstrated. Industrialization would provide the resources for mass education, and education would reveal the incompatibility between capitalism and democracy. If the capitalists kept control, they could preempt discussion of individual freedom, so that the people's awareness of the incompatibility between democracy and capitalism would have no active implications. The only solution then, said Russell, would be revolution. He counseled against foreign control of Chinese education which in the past had made Chinese students 'slavish toward Western education'. China should not depend, for leadership, on 'returned students' who would adopt many foreign perspectives. Finally, Chinese education should preserve the 'courtesy, the candor and the pacific temper' which are characteristic of the Chinese nation, together with a knowledge of Western science and its application to the practical problems of China. Russell's advice to continue the good aspects of Chinese education and culture, but to adopt Western science was difficult to implement, since Western science brought with it values not wholly compatible with traditional Chinese values. The events of the May fourth period indicated that, with China under militarist control, education remained nearly inseparable from politics.
References to Russell's observations, long after his departure from China, are remarkable for two reasons. First, they indicate that while the major periodicals did not continue to publish articles on Russell's social and political ideas, people did continue to think about Russell and to read his books and articles. Second, it is what Russell said about the Chinese people that is remembered by the Chinese, not his solutions or proposals for action to reconstruct China. It was Russell as a traveler and an observer, someone who could, in the Chinese view, convey an accurate 8impression of China to the outside world, that left a lasting impression on the Chinese.
1987
Kuo Heng-yü : Bertrand Russell hält in China Vorlesungen über seine Philosophie, sowie Reden zu Theorie und Praxis des Bolschewismus und Chinas Weg zur Freiheit. Da er weltweit als Philosoph und Pazifist im Kampf gegen den Weltkrieg bekannt war, wurde er anfangs von fortschrittlichen Intellektuellen sehr begrüsst. Er gibt China den Rat, durch die 'Entwicklung des Erziehungswesens' das Bildungsniveau des Volkes zu heben und erst dann den Sozialismus zu praktizieren : "Hätte man diesen Stand nicht erreicht, und wollte dennoch den Sozialismus einführen, würde die Durchführung des Sozialismus und Kommunismus unvermeidlich scheitern". Zhang Dongsun nahm diese Worte zum Anlass und meinte, die dringendste Aufgabe Chinas läge darin, die Industrie aufzubauen und den Kapitalismus zu entwickeln, statt den Sozialismus zu propagieren und eine sozialistische Bewegung zu organisieren. Er schreibt : "Was den Bolschewismus betrifft, so fürchten wir nicht, dass er nicht verwirklicht wird, sondern dass er zu früh verwirklicht wird, so wie auch Russell es feststellte".
1994
Raoul Findeisen : The interest in Russell and his work had begun in China some time before the May fourth demonstrations and had risen to such an extent that Russell, upon his arrival in Shanghai Oct. 12 1920, was even celebrated as 'Confucius II'. There were many reasons for such an enthusiastic response, not least of course mutual sympathies. These sympathies had a solid basis : As many of the May fourth intellectuals, Russell had been much attracted by the foundation of the Soviet state in which he first saw, as the Chinese did, the 'utopia' of social equality and democracy realized. On the other hand, Russell's 'will of a system of philosophy' that would re-establish philosophy as a science of sciences fitted in perfectly well with the aim of Chinese students to acquire Western scientific methods. Highlight of this systematic effort are the Principia mathematica (1910-1913) and proposing formal logics as starting point for such a role of philosophy. The shock of World War I had also some similarities on boeth sides, with and Chinese and with Russell, and it was commonly known in China that Russell's pacifist activities had brought him to jail. Furthermore Russell's ethical commitment had certain common traits with the sill effective traditional Chinese image of the 'literatus' and civil servant. Finally Russell's rhetorical and didactic abilities perhaps made him more suitable than any other Western philosopher to quench the Chinese thirst for 'yang xue'. Especially the young generation of May fourth activists, who were interested in formal and logical problems of philosophy. They believed that a more systematic approach, to Western ideas as well as to their own tradition, would make their fight against traditional beliefs more effective and turn philosophy to practice.
2007
Ding Zijiang : Russell's contributions to philosophy were not accepted by Chinese inellectuals because his methods were too technical, too trivial, and totally different from traditional Chinese patterns of thinking.
Russell's educational philosophy was not very influential in China. His 'school' is similar to the traditional Chinese private school. It even mimics the Confucian educational 'mode', which also includes a country estate for its setting, a modest tutorial staff, some servants, and a small group of students whose parents supported the project, where a demonstration of the application of Confucian theory could be carried on. There are three basic distinctions between Russell's school and a Confucian schools : (1) while the former emphasized freethinking, the latter did not ; (2) while the former had no discipline and penalty, the latter did ; and (3) while the former approved liberal sexual education, the latter did not. For Chinese new educators, the most important task was to save and reconstruct China through science, technology, industrialization, and democracy. They wanted to extend and develop a 'popular education' rather than an aristocratic education. For most of them, the urgent task was to enable their motherland to eliminate poverty, weakness, and backwardness. Therefore, for both Nationalists and Communists, nationalism and patriotism are more important than individualism and liberalism.
For many Chinese intellectuals, Russell was a very enthusiastic and revolutionary social transformer. In his lecture at Beijing University, he treated himself as a Communist and stated that there would be real happiness and enjoyment after the realization of Communism. He said that he believed in many social claims made by Marxism. Later, different schools of Chinese intellectuals wanted to ask Russell to join their own 'fronts' or interpreted his theories to suit their own needs and images. The moderate reformers hoped that he would be a moderate reformer ; the anarchists hoped that he would be an anarchist ; the communists hoped that he would be a communist.