Transformation of Modern China Education System

Transformation of Modern China education system

China’s historical and modern educational system cannot be explained without reference to the philosophies that have shaped China’s education philosophy.

Most Chinese scholars believe that China’s education history is traced back to the 16th century BC. Education was considered a privilege only the elites had. The teachings were based on Confucianism. The Four Books and The Five Classics were recognized as the staple for China’s education system (China education center, 2017).

The Confucian classics were used to discover and recruit the brightest candidates who would be selected to be officials in China. Chinese people dreaming of being officials, and thus climbing the social hierarchy ladder had to have an extensive knowledge of the classics in order to pass the Imperial Civil Service Examinations (Chan, Chi-hou, 2006). These examinations were first implemented in the Tang Dynasty and it remained the only way to select government positions until the last years of the Qing Dynasty. Regardless of a Chinese person’s family background, the only way was to study the Classics in order to prepare for the Imperial Civil Service Examinations (Chan, Chi-hou, 2006). Daily scholar-official communications and political discussions were filled with references to the background knowledge of The Four Books and The Five Classics and a person wasn’t considered to be intellectual if they didn’t quote or have adequate knowledge of the texts (Chan, Chi-hou, 2006).

The Imperial Civil Service Examinations had three levels which took place at the county, provincial, and national levels. The lowest level county tested the candidates’ knowledge of the classics. Successful scholars were granted the title Xiucai (秀才) meaning potential talent. Xiucai was equivalent to an undergraduate degree (Chan, Chi-hou, 2006). The provincial level examinations tested the candidates’ scope of the classics, and these exams were seventy-two hours long. Successful scholars were granted the title Juren (舉人) meaning suggested man. Juren was equivalent to a Master’s degree (Chan, Chi-hou, 2006). The national level examinations were held every three years in the capital. Juren candidates were tested on their ability to analyze modern political problems in reference to the classics. Successful Jurens were granted the title Jinshi (進士) or the presented scholar. Jinshi was equivalent to a Ph.D. (Chan, Chi-hou, 2006). The success rates of the county, provincial, and national level examinations were very low because they were very hard to obtain. Only two percent of all candidates passed.

 This system was abolished in 1905, but it had already largely determined the scope and content of Chinese education for over one thousand years (Chan, Chi-hou, 2006).

Philosophies once again began expanding in the 1920s and 1930s (Shenghong, Jin et al., 2004). This expansion can be categorized into two philosophical perspectives and thoughts that contributed to its development. These are John Dewey’s Western philosophy based on practicality and Fan Shoukang practical guiding educational principles (Shenghong, Jin et al., 2004).

John Dewey’s practicality brought about the transformation of the Chinese school system by changing the minds of education philosophers as well as educational practitioners. At that time, a replica of Japan’s education system had been established, but it was eventually abandoned because the ideas supporting its foundation were too traditional to deliver the required progress of the Chinese education system (Shenghong, Jin et al., 2004). It was at that time that educationist sought John Dewey because they thought that Dewey’s democratic education theory was a crucial instrument for achieving a long-awaited new society (Shenghong, Jin et al., 2004). As a result, his Chinese students, such as Hu Shi and Tao Xingzhi successfully introduced his ideas in China and this brought the spread of new initiatives that played an important role in the development of the Chinese education system and theories (Shenghong, Jin et al., 2004).

Fan Shoukang (1928) published a book that began talking about philosophical doctrines and ended with practical guiding principles which were borne out of the Kantism and the neo-Kantian schools. Fan Shoukang applied logic, ethics, and systematic aesthetics (the study of the beauty of art) to the discussion of educational issues. Fan’s book revolutionized the rise of the modern Chinese education system and philosophy (Shenghong, Jin et al., 2004).

John Dewey and Fan Shoukang Chinese education philosophies can be categorized in four factors that have shaped and advanced the Chinese education philosophy (Shenghong, Jin et al., 2004).

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