Education in china in the 1400s
Answers
Explanation:
History (from Greek ἱστορία, historia, meaning "inquiry; knowledge acquired by investigation")[2] is the study of the past.[3][4] Events occurring before the invention of writing systems are considered prehistory. "History" is an umbrella term that relates to past events as well as the memory, discovery, collection, organization, presentation, and interpretation of information about these events. Historians place the past in context using historical sources such as written documents, oral accounts, ecological markers, and material objects including art and artifacts
Answer and Explanation:
The History of Ancient Education in China
In primitive society, knowledge was passed on orally by elders to their children. As hieroglyphic writings emerged 3,000 years or so ago, professional institutions emerged aiming to teach knowledge. These were called chengjun, the predecessors of schools.
The Establishment of Schools
Formal schools were established during the Xia dynasty (2070 BC-1600 BC). They were called Xiao during the Xia, Xiang during the Shang dynasty (1600 BC-1046 BC) and Xu during the early Zhou dynasty (1046 BC-221 BC).
After the unification of the Qin Empire (221-206 BC) in 221 BC, Qin Shi Huang (the first emperor of China, who reigned from 259-210 BC) forbade private schools of any form in his kingdom, so that he could exert strict control over the common people. Following the advice of Li Si, secretary of the Qin Empire (221 BC-206 BC), Qin Shi Huang ordered the promulgation of legalist education. He forbade the common people to read privately or collect Confucian classics, and he even gave orders to burn books and to bury Confucian scholars alive.
Classification of Ancient Chinese Education
Generally speaking, ancient Chinese education was divided into official school education and private school education. These supplemented each other to train talent for the ruling classes.
Ancient Official School Education
Ancient official school education refers to a whole set of education systems sponsored by central and local governments of slave and feudal societies. It aimed to train talent of various kinds for the ruling classes, whose rise and fall was related to social and political developments in ancient China.
Legend has it that official school education emerged during the Western Zhou Dynasty (1046-771 BC). According to historical documents, however, central official school education was only initiated in the Western Han dynasty (206 BC-9 AD), and it waxed and waned during the Wei (220-265), Jin (265-420), and Northern and Southern (420-589) dynasties, owing to changes in the political situation. It was not until the Tang dynasty (618-907) that the central official school education reached its peak under the advocacy and encouragement of the ruling classes. Official school education was run down from the time of the Northern Song dynasty (960-1127), and during the Qing dynasty (1644-1911) existed in name only, as an instrument of the national examination system.
Central Official Schools
The highest institutions of learning were called Taixue (Imperial Colleges) or Guozijian (Imperial Academies).
The ruling classes emphasized development of official schools during the Han Dynasty (206-220 BC), especially of Taixue. There were only 50 boshi disciples when Emperor Wu established Taixue in 124 BC, rising during the Han dynasty (206 BC-220 AD) to 3,000 during Emperor Chengdi’s reign and 30,000 during Emperor Zhidi’s (138-146) reign.
Local Official Schools
Ancient local official schools started with Shujun Academy established by Wen Ong (156-101 BC) in the Shu Prefecture (presently Sichuan Province) during Emperor Jingdi's (188-141 BC) reign of the Western Han dynasty (206 BC-9 AD). Other prefectures across the country soon opened their own schools.
The local official school system was completely established in the 1st year of Emperor Pingdi's reign (9 BC-6 AD) during the Western Han dynasty (206 BC-9 AD), but it was in decline during the Wei (220-265), Jin (265-420), and Northern and Southern (420-589) dynasties, owing to unceasing wars.
Ancient Private School Education
Over against the ancient official school education, ancient private school education also played an important part in the educational history of China. It was first initiated by Confucius in the Spring and Autumn Period (770-476 BC) and exercised a great influence on the Chinese people.
Confucius (551-479 BC), the founder of the Confucius School, gave lectures on ethics in Qufu (Shandong Province) during the Spring and Autumn Period (770-476 BC), and Mo-tse (468-376 BC), the founder of the Mohist School, discoursed on politics in Jixia Academy of Linzi (in Shandong Province) during the Warring States Period (475-221 BC). They both had a substantial influence on traditional Chinese culture, especially Confucius.
Private schools existed throughout rural and urban areas during the Tang dynasty (618-907), and Confucian masters were represented by Yan Shigu (581-645) and Kong Yingda (574-648). The private schools took two forms in the Song (960-1279), the Yuan (1271-1368), the Ming (1368-1644) and the Qing (1644-1911) dynasties: academies sponsored by country gentlemen and sishu (predecessors of present private elementary schools) run by scholars. Methods of Teaching Kids written by Yi Jun (1783-1854) from the Qing Dynasty (1644-1911) was a monograph giving a broad overview of the methods of formative education.