An analysis of the impact of traditional Chinese culture on Chinese education

Abstract

The educational tradition of China has developed from traditional Chinese culture. Without an understanding of the cultural impact on traditional education, it is impossible to comprehend the educational tradition of China and to change its traditional educational ideas. There are fine traditions and feudal remains in Chinese culture which ought to be examined from the historical materialism perspective in order to tell the essence from the dross and to facilitate educational modernization in today's China. Traditional Chinese culture has forged the traditional education of ChinaThe traditional education of China is a concept parallel to traditional Chinese culture. It came into existence simultaneously with traditional Chinese culture and it refers to the education prior to the modern period. As education is an integral part of culture, the traditional education of China is also a component of traditional Chinese culture and it has been shaped by this culture. In traditional Chinese culture, the Confucian culture was the center. This was even more the case with the traditional education, ranging from its educational values to what and how it taught, with everything immersed in the spirit of Confucianism. It can be said, in some measure, that the traditional education of China is one that has inherited the Confucian culture; hence, this paper was intended to elaborate on the impact of traditional Chinese cultures on the traditional education of China from the following perspectives.

Confucian Heritage Cultural Background (CHCB) as a Descriptor for Chinese Learners: The Legitimacy

“…Education in China is historically tied to the nation's survival and stability (Gu, 2006). This is reflected in works of "The Record of Learning" cited in Gu (2006) that "education should be prioritized in the founding of a nation and in the governance of people….…”

“…This is reflected in works of "The Record of Learning" cited in Gu (2006) that "education should be prioritized in the founding of a nation and in the governance of people…. through education, the ruler could become wise and the subjects could be 'civilized', thus becoming good subject" (p. 170).…”

“…In society, disciples obeyed masters, common people obeyed ruling classes. To sanction these ethics, Confucius turned the rules of social propriety, also known as the five ethics of benevolence, justice, courtesy, wisdom, and honesty (Gu, 2006), into moral values and guidelines. The dominant role of Confucian thought as played out in the dynastic society was due to the focus on cultivating the obedient nature of the common people through education.…”

“…The examination system as a recruitment process for civil administration of the Chinese empire was based upon its ability to recruit public servants from a broad social base and on the basis of test merit (McMullen, 2011). The establishment of this system also made it possible for common people to raise their social status, with the effect of inspiring the entire population to pursue education (Gu, 2006). Consequently, this meritocratic principle of the examination system also contributed to the dynasties' ability to "recruit public servants from a broad social base and on the basis of tested merit, [which] attributed to the longevity of the Chinese empire" (McMullen, 2011, p. 2).…”

“…The adoption of Confucian classics as test content and criteria in the Imperial Civil Service Examination system has driven the wide adoption of Confucianism (Gu, 2006). The same value embedded in Confucianism led to it as the target of attack from both reformers as well as scholars of the late Qing dynasty and of the early Republic period of China (McMullen, 2011).…”