Education in Song Dynasty and Yuan Dynasty - Literature review Example

Education in Song Dynasty and Yuan dynasty Name: Institution: Education in Song Dynasty and Yuan dynasty Introduction The ancient Chinese education system can be drawn from the classic works, i.e the Five classics and the Four Books. The classic works include Doctrine of the Mean, Great Learning, Mencius, Book of Documents, Classic of Poetry and Book of Rites. the mentioned texts were perceived as cardinal. therefore, it was important for the learners to read and understand them in order to have a clear grasp of the Confucianism ideas. This essay will compare and contrast the education in Song Dynasty and Yuan Dynasty. The examination According to Ebrey (2010, p. 89), the ancient kings and emperors traditionally had the role of selecting educated officials to assist with administrative works. The practice has been existence since the Xia Dynasty. for example, the Yand emperor introduced the civil service examination. Through the examination, the Dynasty aimed at selecting only the most educated officials for effective administration within the kingdoms. However, this examination system was later perfected by Taizong Emperor. However, during the Qing Dynasty, Tuan Shikai demolished this examination system and replaced it with the western education system (Ebrey, 2010, p. 89). Both the Song and Yuan Dynasty education systems had different examinations too, each with its unique role. The school system Langlois (2011, p. 22), during the Northern Song Dynasty period, the government focused on reestablishing official school system. This was after the preceding Five Dynasties period damaged the school system. In mid -11th century, the government established schools took the roles of private academies. Furthermore, during Southern Song course, the academy proved a good alternative to the state school system. Even those that were state-sponsored or semi-private were still perceived as independent of the influence of the state in addition to the teachers remaining uninterested. Yuelu academy was one of the earliest and best institutions that were established during the Song Dynasty . Therefore, it is evident that in both dynasties the government played major roles in establishing schools. On the other hand, according to Paludan, 1998, p. (53), the Mongols ruled the Yuan dynasty. Even though the Mongolian schools increased in number, the majority of the schools comprised the Han literacy. School systems and textbooks were copied; however, there were stricter requirements particularly for the Han students compared to their counterparts the Mongols. Additionally, in 1270, the central government later promoted the Shexue. The Shexue was a commune school. The government’s requirement was that every fifty households should set up at least one commune school whereby children could receive their schooling during their free time. The number of the commune schools later increased to about 24,440. The teachings and text books One key feature that characterized the Yuan education system was the distinct ethnic groups who learned from each other while at school (Paludan, 1998, p. 56). Consequently, the Yuan Dynasty school science textbooks were more focused on realizing diversification. On the other hand, the Song dynasty, focused on children’s teachings. Nonetheless, with the emergence of private supplementary schools, children’s textbooks also increased. According to Owen (2013, p. 78), during the Song Dynasty, the subjects that the state raised were much less compared to Tang Dynasty period. Nonetheless, ‘jinshi’ examinations remained relevant. For example, ministers in the high rank positions were required to pass these examinations. Nonetheless, regardless of the content and form, the Song Dynasty education system was characterized by a lot of innovation. The first innovation was that the extension of matriculation was highly broadened. On the other hand, in the previous dynasties like the Yuan Dynasty, for example in every year, the ‘jinshi’ were appropriately 20 to 30 in number. On the other hand, the Song Dynasty was characterized by many people passing the examinations successfully. Those who failed the examinations severally had the chance to not only apply for the emperors’ tolerance but also serve as government official in less significant positions (Owen, 2013, p. 78). Examination period Mote, 1999( p. 52), moreover, during the Song period, the examinations frequency was limited to a fixed period, i.e once after every three years. For example, the first test was the local test that was usually done in autumn. During spring, all the qualifying candidates would go the China’s capital to sit for the higher imperial examination. On the other hand based on the content, the Yuan Dynasty examinations emphasized on the ancient classical texts while the great reformer Wang Anshi in the Song Dynasty advocated for innovation that proved to be more practical. The reformed brought various changes into the system, for example, blank-filling of verses was replaced with writing composition about the verses. This new technique made it possible to determine the candidates’ abilities. But most scholars opposed this new proposal and therefore, it did not last for long. Despite, the differences, the education system in both dynasties emphasized quality. Government and private schools Further, in comparison with the Yuan Dynasty, Song Dynasty had few governmental schools, but the scholars took up the opportunity and set up several private educational organizations called 'shu yuan'. According to Cotterell (2007, p. 45), the major function of the 'Shu yuan' was not only to cultivate the talented individuals but also promote learning, and spread the Chinese culture. There were four most reputed Shu yuan in Song Dynasty namely Yulu institute of Hunan, Songyang Institute, Yingtianfu institute of Henan and Bailudong institute of Jiangxi. Students had dormitories of their own while lecturers got invitation to lecture on various topics. The institutes later transformed and became places where students not only prepared but also sat for their exams. Recruitment for examinations Mote 1999, (p. 54) during the late Imperial China in the Song Dynasty, the associated recruitment methods and the examination system to the major bureaucracy remained the main mechanisms. Through the main mechanisms, the government not only captured but also held the loyalty and in particular of local-level elites. The loyalty of the local-level elites led to integration of the Chinese state. It also contributed to centralized system breakdown and countered the existing tendencies towards the regional autonomy. Moreover, the examinational system within the Song Dynasty distributed its prizes based not only provincial but also the prefectural quotas. Therefore, it is evident that the Song Dynasty imperial officials were recruited from the whole country, and the number was directly proportional to the population of each province. Moreover, elites in the whole of China, even those from the disadvantage peripheral areas had the opportunity to succeed in the state examinations. Cultural unification Mote (1999, p. 67) points out that unlike in the Yuan Dynasty, in the Song Dynasty, the examination system ensured that there was cultural unify as well as consensus on the existing basic values. The content of the examinations were uniform, therefore the local elites as well as the aspiring members were taught similar values. The Song Dynasty education system was further characterized by the idea that it is possible to teach human. The key idea behind it involves Confucianism is not only the development of moral perfection as well as cultivation of virtue. It is important to note that Confucians never contributed to a fully fledged priesthood. It is important to point out whether by default or by choice, the separation of the state and the church present in the Confucian culture. The form of politics that the Confucians developed was for their spiritual self-definition and intellectual was a sign of mixed blessings. Furthermore, the historical Confucian’s ability is witnessed in moralizing and transforming military or legalist society and changing it into a moral community. It is impossible to recognize that moral values of Confucian have been politicized to effectively serve the oppressive authoritarian regime. Consequently, even though the Confucian moralization of the Chinese political culture as well as politicization of all the Confucian symbols has remained dominant in the Song Dynasty education system unlike in the Yuan Dynasty where education system was not highly characterized by politics. This particular educational doctrine was present even in the primary education. Song Dynasty children used primers in learning how to read. The primers taught the main vocabulary. Three-character classic was one of the most popular classics during this period. The classics rhyming lines featured in the three characters each. The students were required to learn the characters by heart. However, the classics did not impact on the children formally but offered informal educational doctrine that explicated the rightful way of life, particularly emphasizing Zhong (Mote, 1999, p. 67). Religion freedom On the other hand, due to the fact that the Mongolians in the Yuan dynasty did not impose their religion, there was relative religious freedom in China, particularly including Sanjio that were the three crucial teachings: Confucianism, Buddhism. It is important to note that both Buddhism and Daoism retained their distinctive organizations and identities, despite rivaling each other. In other words the two religions were not mutually exclusive. Furthermore, unlike in the Song Dynasty, the Neo-Confucianism particularly of the Zhu Xi School, after the 1310s, mostly enjoyed the orthodox status. Nonetheless, the adherents to the mentioned three teachings interacted intellectually and philosophically in a manner that contributed to amalgamation of the three schools especially among common people. Another difference is that Yuan dynasty restricted the Confucianism by ensuring that it imposed some limitations. However, during the rule of emperor Buyantu, the commentaries as well as the interpretations of the neo-confucian for the first time in the china history were obligatory. Moreover, all the classics were translated into the common language, the Mongol language. Consequently, the language was not only taught but also used in all schools (Mote, 1999, p. 67). In conclusion, Ebrey (2010, p. 93) posits that the academies and private schools of the Song Dynasty gained popularity. However, because of the decrease in the rate of government appointments, a high percentage of scholars withdrew into most provinces for tutoring and study. The scholars were relieved of the task of preparing for the state examinations; therefore, they got the opportunity to apply their talents and skills to the popular but less formal literary forms and arts including the novel and drama. However, unlike the Yuan Dynasty instead of using the classical form, they utilized the spoken/vernacular language . References Cotterell, A. (2007). The Imperial Capitals of China - An Inside View of the Celestial Empire. London: Pimlico. Ebrey, P. B. (2010).The Cambridge Illustrated History of China (2nd ed.). Cambridge University Press. Langlois, J. D. (2011). China Under Mongol Rules. Princeton: Princeton University Press. Mote, F. W. (1999). Imperial China: 900–1800. Harvard University Press Owen, S. (2013). "The Yuan and Ming Dynasties," in Stephen Owen, ed. An Anthology of Chinese Literature: Beginnings to 1911. New York: Paludan, A. (1998). Chronicle of the China Emperors. London: Thames & Hudson. Read More

The teachings and text books One key feature that characterized the Yuan education system was the distinct ethnic groups who learned from each other while at school (Paludan, 1998, p. 56). Consequently, the Yuan Dynasty school science textbooks were more focused on realizing diversification. On the other hand, the Song dynasty, focused on children’s teachings. Nonetheless, with the emergence of private supplementary schools, children’s textbooks also increased. According to Owen (2013, p. 78), during the Song Dynasty, the subjects that the state raised were much less compared to Tang Dynasty period.

Nonetheless, ‘jinshi’ examinations remained relevant. For example, ministers in the high rank positions were required to pass these examinations. Nonetheless, regardless of the content and form, the Song Dynasty education system was characterized by a lot of innovation. The first innovation was that the extension of matriculation was highly broadened. On the other hand, in the previous dynasties like the Yuan Dynasty, for example in every year, the ‘jinshi’ were appropriately 20 to 30 in number.

On the other hand, the Song Dynasty was characterized by many people passing the examinations successfully. Those who failed the examinations severally had the chance to not only apply for the emperors’ tolerance but also serve as government official in less significant positions (Owen, 2013, p. 78). Examination period Mote, 1999( p. 52), moreover, during the Song period, the examinations frequency was limited to a fixed period, i.e once after every three years. For example, the first test was the local test that was usually done in autumn.

During spring, all the qualifying candidates would go the China’s capital to sit for the higher imperial examination. On the other hand based on the content, the Yuan Dynasty examinations emphasized on the ancient classical texts while the great reformer Wang Anshi in the Song Dynasty advocated for innovation that proved to be more practical. The reformed brought various changes into the system, for example, blank-filling of verses was replaced with writing composition about the verses.

This new technique made it possible to determine the candidates’ abilities. But most scholars opposed this new proposal and therefore, it did not last for long. Despite, the differences, the education system in both dynasties emphasized quality. Government and private schools Further, in comparison with the Yuan Dynasty, Song Dynasty had few governmental schools, but the scholars took up the opportunity and set up several private educational organizations called 'shu yuan'. According to Cotterell (2007, p. 45), the major function of the 'Shu yuan' was not only to cultivate the talented individuals but also promote learning, and spread the Chinese culture.

There were four most reputed Shu yuan in Song Dynasty namely Yulu institute of Hunan, Songyang Institute, Yingtianfu institute of Henan and Bailudong institute of Jiangxi. Students had dormitories of their own while lecturers got invitation to lecture on various topics. The institutes later transformed and became places where students not only prepared but also sat for their exams. Recruitment for examinations Mote 1999, (p. 54) during the late Imperial China in the Song Dynasty, the associated recruitment methods and the examination system to the major bureaucracy remained the main mechanisms.

Through the main mechanisms, the government not only captured but also held the loyalty and in particular of local-level elites. The loyalty of the local-level elites led to integration of the Chinese state. It also contributed to centralized system breakdown and countered the existing tendencies towards the regional autonomy. Moreover, the examinational system within the Song Dynasty distributed its prizes based not only provincial but also the prefectural quotas. Therefore, it is evident that the Song Dynasty imperial officials were recruited from the whole country, and the number was directly proportional to the population of each province.

Read More