The focus of this article is to reconstruct the debates concerning the development of Chinese educational philosophy between 1934 and 1937. The process of development of these debates is broken down into four stages, which are then analyzed one by one. Several questions historical researchers have been arguing about are discussed, and some suggestions are offered. By describing the process of development of the debates and reflecting on the key issues, the author tries to look at the 1934-1937 debate from a fresh perspective. The ultimate goal of the article is to shed new light on the current state of educational philosophy, particularly in China and Taiwan.