Confucianism and the Classical Chinese Civil Service Examination - Essay Example

Confucianism and the ical Chinese Civil Service Examination Introduction The ical civil service examinations were an integral part of Chinese education and socio-political systems. The civil service examinations were deemed a necessity by many classical Chinese scholars and officials before and after the Qin Dynasty era to promote a government based on educated meritocracy. Citizens who have ambitions or inclinations in holding government or civil administrative positions would have to take the civil service examinations and pass them. This also makes civil service examinations an important cultural tradition of classical China. Much credit is given to the ethical philosophies of Confucianism that espoused the concept of the superior man and social responsibility. Origin and Implementations from 17th-18th century AD China The civil service exams started in the year 605 AD, during the time of the Sui Dynasty. During the Song dynasty, the emperors revised the examinations and the civil administration system in order to avert the increasing power of military officials. They did this by allowing more people to pass the exams compared to that of previous dynasties. The result of this system led to the materialization of the scholar-officials who played a large role in the civil affairs of Chinese society. However, the period of the Ming Dynasty and Qing Dynasty made the civil service exam system contribute to the constriction of intellectual growth and added to the despotic power of the emperor. Any male citizen can take the civil service examination for government or civil administrative positions, regardless of social or economic class in society. However, it is most likely that the candidates with the better chance of passing the exams are at least the middle class gentry since they can afford to hire teachers or acquire study materials in preparation for the examinations. Making the right connections often attain recommendations from members of the higher levels of society. Although, there are limitations as to who are particularly restricted from taking the civil service examination due to social ethical reasons. There is a firm ruling that restricts the undesirables of society from taking the examinations for the sake of integrity. Only people with the right moral lifestyle and culture are deemed worthy to undertake the exams. As Huang Liu-Hung stated: While waiting for selection, the first thing he should do is firmly resolve to conduct himself properly. If he can apply this resolution unswervingly in his administration and his dealings with the people throughout his tenure, he will not be easily swayed by evil influences and temptations. His administration will be a successful one. (72) The civil service examination system also upheld a sense of cultural unity and social accord on basic values based on Confucianism. The homogeny of content within the civil service examinations meant that the elite members of a region and the overly ambitious individuals across the whole nation were taught the same Confucian values. In the setting of late China, a great value is given to education in due to its likely results in the exam system. The valuable result of the civil service examination system and its learning was cultural uniformity. Confucian Ethics Confucius’ social and political philosophies are both rooted in the idea that one should learn self-discipline and treat others with love and concern. He argued that men are responsible for their own actions and how they treat others. Confucius also believed in harmony and having a relationship with the other person, like a father to his son or a mother to her daughter. He also believed in social harmony, which is the great goal of Confucianism. Confucius believed that everyone had a role in the social order and must do his or her part in society. Confucius’ social philosophy is known as Ren, which means being altruistic, compassionate, and loving toward others. This concept meant that one should avoid all speech that would result to negativity or the appearance of negativity. He also taught that only those who have self-discipline could accomplish learning altruism. Ren is considered as a broad practice. Confucius noted that one should not use their social power to oppress those from the lowest levels. Instead, one should treat others with respect the same way one would want to be respected. This is what makes the idea of the superior man in Confucian philosophy. Another part of his social philosophy is Li, or etiquette, rituals, and morals. It is what a person does in order to gain respect in society. It does not mean that one should demoralize or degrade another in order to build up a reputation. One should reconcile his desires with the needs of family and society. Confucius thought that if one did not have a sense of their own well being, then their ceremonial manners would mean nothing. Confucius believed that superior leadership is characterized by De, which means virtue. Virtue would enable a ruler to maintain good order without troubling or relying on his officers and deputies. He believed that in order for a ruler to maintain virtue, he must practice Li. Practicing Li, like engaging in ceremonies that express humility and thankfulness, gift-giving rituals, acts of politeness, would result in efficacy for the ruler. As written in Confucius’ Analects: The Master said: “Lead the people with administrative injunctions (zheng) and keep them orderly with penal law (xing), and they will avoid punishments but will be without a sense of shame. Lead them with excellence (de) and keep them orderly through observing ritual propriety (li) and they will develop a sense of shame, and moreover, will order themselves.” (2:3) Confucius’ political philosophy is also rooted in self-discipline, aside from treating others with love, compassion, and concern. In this area, Confucius had a theory called Zhengming. This referred to rectifying the behavior of people so that it corresponds to the language that they identify and describe themselves with. Confucius believed that this rectification should start at the top level of government, where he believed the discrepancies originated. If the ruler’s behavior has been rectified, those beneath him will follow and do the same. Confucianism and the Civil Service Examinations Throughout the beginning and end of the dynasties of classical China, with the exception of the Qin Dynasty, the study of Confucian Classics was always a central and major aspect of the examinations. This was considered important with regard to the development of good and proper conduct as a high-ranking government official or a regular public servant. The ethical philosophies of Confucianism have a deep and strong influence in the areas of Chinese classical education, social dynamics, and politics. The Rujia, or the School of Letters, was the school by which Confucius established to teach and develop government officials with a strong sense of moral responsibility and duty toward people and the nation as a whole. It was because of the teachings of Confucius and the forming of the Rujia that the civil service examination was established to meet the higher standards for government leadership through a deep sense of education and literacy. Zhu observed: Confucius suggested that the curriculum should be oriented towards four aspects: literature (wen), behavior (xing), loyalty (zhong), and tact (xin). The teaching of literature focused on transmitting knowledge about the book of odes, history, rites and music. This was the broad knowledge needed by the cultivated person in natural philosophy, history, rites and music. For the second aspect, behavior, knowledge that was necessary for self-cultivation was transmitted. Finally, loyalty and tact related to speech and communication. The expression of absolute submission to the ruler and all other superiors was called loyalty, and caution over the influence one’s words might have on others was called tact. Both related to the teaching of an outward attitude, in fact to knowledge about political attitudes. (9) The advocacy of this learning, and its application on the civil service exams, would help bring out the Confucian characteristics of the superior man through education and practice. Since the Confucian teachings are deeply integrated and ingrained in the tests, every candidate must take seriously the ideas and philosophies of Confucianism to have a better chance of passing the test. It could be said that the civil service examination holds a double purpose. First, by instilling Confucian virtues within individuals who aspire leadership positions. Second, by maintaining a system that promotes an effective government structure based on character merits. Once an individual takes into heart the Confucian virtues, he has a better chance of succeeding the exams, and eventually becoming a dutiful and responsible public servant. Works Cited Confucius. The Analects of Confucius. Trans. Roger T. Ames and Henry Rosemont, Jr. New York: The Ballantine Publishing Group, 1999. Print. Huang Liu-Hung. A Complete Book Concerning Happiness and Benevolence: A Manual for Local Magistrates in Seventeenth-Century China. Ed. & Trans. Djang Chu. Arizona: University of Arizona Press, 1984. Print. Zhu Weizheng. Education and Modernization: The Chinese Experience in Ruth Hayhoe’s Comparative and International Education 11 (1992): 3-22. Print. Read More