Confucianism And Education Essay

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For nearly 2000 years, Confucius has shaped social, political and educational aspect of Chinese culture. Confucianism is the biggest influence on education in China throughout the history of China. (History of Education in China, n.d.). Confucianism focuses on peoples’ conduct, moral values and practices in daily life. The teachings of Confucius are characterized by their emphasis on ethics and statecraft and resulted, in case of China, a society dominated by secular elite recruited through merit-based examination system. (Starr, Don, 2012, May)
In old Chinese society (770BC to 1910), success was defined by social class and education was associated with social class. According to Confucius, there are four social classes based on occupation: scholars (Shi), farmers (nong), workers (gong) and businessmen (Shang). “The superior man thinks of virtue; small man thinks of comfort” stated Confucius. Based on principles of Confucius, leaders needed to be intelligent, have high standards of ethics and learn scholarly works.
Confucius was the great educator and Confucius societies are characterized by the strong emphasis they place on education. Confucianism places importance in morality to maintain social order. Through education people nurture their sense of morality. Thus Confucius believed that in order to maintain social stability, education is very significant. He felt that to manage society, ordinary people should be given education so they would know what it right and what is wrong. This is much better than punishment. People would consciously follow social rules and regulations. He believed that everybody can improve themselves through education. “Only the most intelligent and the most stupid do not change”, he said.
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...ns. This examination system played a very important role in politics and social mobility. The examination curriculum included classics, literature, history and administrative problems. At its best, the examination system produced men with comprehensive judgment, common sense and even statesmanship but at its worst it produced parrot like scholar officials who lacked imagination and originality. (Ping-Ti Ho, 1967). This examination system was hugely competitive, and was held once in three years’ time. Even though this examination was incomparable with any other factor affecting social mobility, it also had other side. Many scholars spent umpteen years preparing and giving the examination without success. Such luckless scholars wasted their whole life in studies and examination halls. Yet by far this was the most objective method of talent search in traditional China.

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