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Confucianism and its impact on education
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Introduction
By the end of the 19th century, Chinese officials were beginning to realize that their country’s educational infrastructure was becoming increasingly anachronistic. Traditional education largely ignored technology—considered it low class, even—and students instead focused on cultivating a sense of moral righteousness. Yet, the Confucian-centered examination system was beginning to prove ineffective in a world where modern militaries predominated in international relations. China learned this painful lesson during a succession of lost wars, eventually entering a long period of introspection, quite notably, by first looking outward. Foreign education systems were of particular interest to this nation in transition. Foreign universities, especially in Japan and the United States, attracted students of politics and economics, engineering and technology. Perhaps more important, though, many of these students later returned to China and became involved in the groundbreaking political and cultural developments of the era as well as the heated debates surrounding this change. “Brain drain,” therefore, works in both directions. For the late Qing and early Republican governments, interaction with foreign ideas not only helped revive China, but also helped the nation transition from a multinational empire to a modern nation state. Ironically, however, in the course of their contact with foreign ideas, these students of Western culture eventually helped topple the very regime they originally sought to strengthen. New ideas and revolutionary change after all, frequently go hand in hand.
The Historical Backdrop
Beginning with the First Opium War (1839-1842), China was forced out of its long period of isolation and shocked int...
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National Academy, 1988. Print.
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Rhoads, Edward M. Stepping Forth into the World: The Chinese Educational Mission to the
United States, 1872-81. Hong Kong: Hong Kong UP, 2011. Print.
Although the First Opium War proves that this letter was unsuccessful, this letter has significance because unlike most countries and disputes, the Chinese did whatever they could to ensure that this matter had a peaceful resolution. This letter shows that the Chinese practice of Confucianism has helped them evolve as an already self sufficient country into a favored and sanctioned country for their reasonable ways.
Upshur, Jiu-Hwa, Janice J. Terry, Jim Holoka, Richard D. Goff, and George H. Cassar. Thomson advantage Books World History. Compact 4th edition ed. Vol. Comprehensive volume. Belmont: Thompson Wadsworth, 2005. 107-109. Print.
In this Treatise have discussed China's classical age and how they influenced all of east Asian culture for over two thousand years. And How Buddhism spread throughout east Asia and evolved into several different schools each embracing the host nations principle and beliefs. I have discussed Confucian teachings and texts have influenced Chinese and Eastern Asian culture and government for centuries. How China overcame invaders from all sides and managed to emerge as a world economic power. And finally how Japan developed its own culture and founded a new social class the Samurai. East Asian History is compelling, deep and complicated. A history that will sound differently each time as their history continues to grow and influence other non Asian cultures.
In the years since the early 90’s, Huntington’s premise has not been proven wrong. Along the years, various conflicts occurred around the world which can be identified as the examples of the clash of civilizations. Certainly, other factors such as politics, economics and military also contribute to many conflicts, yet the most catastrophic and chaotic ones inevitably occur in the dispute between civilizations. Between Orthodoxy and Islam there was wars in Bosnia, Kosovo and the Caucuses, between Islam and Africa there was Boko Haram, between Islam and the Hindu civilization there was perpetual terrorism, between Orthodoxy and the West there was wars in Croatia and Slovenia and the current crisis in Ukraine, and of course, between the West and Islam, there was the phenomenon of Charlie Hebdo, not to mention the widely-known 9/11 tragedy.
Kishlansky, Mark, Patrick Geary and Patricia O'Brien. Civilization in the West, Combind Volume, Seventh Edition. New York: Longman, 2008.
Greenberg, Michael. British Trade and the Opening of China 1800 - 42. New York: Monthly Review, 1979. Print.
Fairbank, John King. The Great Chinese Revolution 1800-1985. New York, NY: Harper & Row, 1986.
Ellis, Elizabeth Gaynor, and Anthony Esler. World History: The Modern Era. Boston: Pearson Prentice Hall, 2007. Print.
The geography of China was something like a fence. This isolation made the people of China feel like their country was prestigious and secluded from the rest of the world. With deserts and the Himalayas running along most of the border, it was extremely difficult to cross over one of the most dangerous mountain ranges in the world and a few other scorching deserts with the little transport they had during that time. The only way merchants could come into the country was the southeastern coast of China where most of the prosper cities resided. What led China to become conceited was because they had an abundant of goods that most of the world wanted. In 1760-1830s, China was famous for its porcelain (rich Europeans loved it), silk, and of course, tea. Since this Eastern Powerhouse’s goods were so popular, therefore, there were only a few things that interested them to trade with. It seemed as if tea was a drug for the Europeans because for them it was just so addicting, to the point they would do anything just to get more and more. The only things that were worthy for trading with the Chinese were gingko (type of plant), shark fin, a soft type of wood (used for incense) and silver. As the demand for tea rose, Britain gradually ran out of silver to trade with, and was desperate to find what China wanted. Then, the British resorted to trading opium. China was very picky of their opium. There was a certain kind of make they wanted, it was a compact ball wr...
The early nineteenth century was the beginning of the Qing Dynasty’s downfall. During this century multiple issues, including economic pressures, corruption, domestic rebellions and foreign wars, challenged ...
If you recall my main point in “The Clash of Civilizations?”, I argued that the conflicts of the future will dominantly be due to cultural differences (Huntington, 1993). However, Said argues that instead of cultural differences, conflicts will stem from the ignorance that different cultures have when it comes to the other (Said, 2001). I defend my argument by pointing out that although Said believes the conflicts will stem from ignorance, the conflicts are still between civilizations. For Said’s argument to make sense, he has to admit that there are and always will be differences between these cultures that are of a sufficient scale, in order for one side to be ignorant about the beliefs and values of the other. The result of either civilization not understanding or accepting the practices of the other side’s culture is their eventual conflict (Huntington, 1993). Therefore, the basis of Said’s point supports my hypothesis that future conflicts will firstly, be between civilizations, and secondly, be due to their differences in culture.
Leipziger, Danny 1997, Lessons from East Asia. Ann Arbor: University of Michigan Press. p. 240.
From covering Japan’s perilous imperial rule to analyzing Korea’s ambivalent adoption of democratic governance, Modern East Asia explored a broad range of subjects important for one who aspires to understand Asia holistically. Much time was even spent examining China’s horrid history at the hands of foreign meddling, giving insight into a nation feared as the future #1 economic power of the world. Although we covered a broad range of topics, each was given particular attention, never skipping major events or characters which shaped Asia’s history over the last several hundred years. Essentially, this class provided an open atmosphere for students to learn the intricate history of major Asian countries in addition to sharing ideas on the effectiveness of their pre-modern governance.
Doyle, Michael W. and G. John Ikenberry, eds. (1997) New Thinking in International Relations Theory. Boulder, CO: Westview Pres.
In 1992 within a lecture Samuel P. Huntington proposed a theory that suggests that people's cultural and religious identities will undoubtedly be the primary source of conflict in the post-Cold War world, this theory is known as the Clash of Civilizations. Therefore this essay provides a criticism of this theory, whether I agree or disagree with it and also the aspects I like or dislike about the theory as a whole.