What were the content and perceived function of elementary education? How did civil service examinations represent elite educational ideals? How did the doubling in size of the late empire under Manchu rule influence the extension of education and schooling in a multiethnic political culture? The authors also examine the intellectual battles over the very meaning of "school" in China before the twentieth century.
This comprehensive volume integrates the history of late imperial China with the history of education over three centuries, revealing the significance of education in Chinese social, political, and intellectual life. A collaboration between social and intellectual historians, these fifteen essays provide the most wide-ranging study in English on China's education in the centuries before the modern revolution.
In this multidimensional analysis, Benjamin A. Elman uses over a thousand newly available examination records from the Yuan, Ming, and Ch'ing dynasties, 1315-1904, to explore the social, political, and cultural dimensions of the civil examination system, one of the most important institutions in Chinese history. For over five hundred years, the most important positions within the dynastic government were usually filled through these difficult examinations, and every other year some one to two million people from all levels of society attempted them. Covering the late imperial system from its inception to its demise, Elman revises our previous understanding of how the system actually worked, including its political and cultural machinery, the unforeseen consequences when it was unceremoniously scrapped by modernist reformers, and its long-term historical legacy. He argues that the Ming-Ch'ing civil examinations from 1370 to 1904 represented a substantial break with T'ang-Sung dynasty literary examinations from 650 to 1250. Late imperial examinations also made "Tao Learning," Neo-Confucian learning, the dynastic orthodoxy in official life and in literati culture. The intersections between elite social life, popular culture, and religion that are also considered reveal the full scope of the examination process throughout the late empire.
"A very important study of one of the most important institutions in Chinese history, one without which the China we have today would certainly be a vastly different place."—Peter Bol, author of "This Culture of Ours": Intellectual Transitions in T'ang and Sung China
In a brisk revisionist history, William Rowe challenges the standard narrative of Qing China as a decadent, inward-looking state that failed to keep pace with the modern West. The Great Qing was the second major Chinese empire ruled by foreigners. Three strong Manchu emperors worked diligently to secure an alliance with the conquered Ming gentry, though many of their social edicts—especially the requirement that ethnic Han men wear queues—were fiercely resisted. As advocates of a “universal” empire, Qing rulers also achieved an enormous expansion of the Chinese realm over the course of three centuries, including the conquest and incorporation of Turkic and Tibetan peoples in the west, vast migration into the southwest, and the colonization of Taiwan. Despite this geographic range and the accompanying social and economic complexity, the Qing ideal of “small government” worked well when outside threats were minimal. But the nineteenth-century Opium Wars forced China to become a player in a predatory international contest involving Western powers, while the devastating uprisings of the Taiping and Boxer rebellions signaled an urgent need for internal reform. Comprehensive state-mandated changes during the early twentieth century were not enough to hold back the nationalist tide of 1911, but they provided a new foundation for the Republican and Communist states that would follow. This original, thought-provoking history of China’s last empire is a must-read for understanding the challenges facing China today.
Explores the social and cultural significance of Chinese communist legal practice in constructing marriage and gender relations in the turbulent period from 1940 to 1960.
This book investigates the changing opportunities in higher education for different social groups during China’s transition from the socialist regime to a market economy. The first part of the book provides a historical and comparative analysis of the development of the idea of meritocracy, since its early origins in China, and in more recent western thought. The second part then explores higher education reforms in China, the part played by supposedly meritocratic forms of selection, and the implications of these for social mobility. Based on original empirical data, Ye Liu sheds light on the socio-economic, gender and geographical inequalities behind the meritocratic façade of the Gaokao (高考). Liu argues that the Chinese philosophical belief in education-based meritocracy had a modern makeover in the Gaokao, and that this ideology induces working-class and rural students to believe in upward social mobility through higher education. When the Gaokao broke the promise of status improvement for rural students, they turned to the Chinese Communist Party and sought political connections by actively applying for its membership. This book reveals a bleak picture of visible and invisible inequality in terms of access to and participation in higher education in contemporary China. Written in an accessible style, it offers a valuable resource for researchers and non-specialist readers alike.
"Each chapter of this collection addresses a problem in Chinese history that is both interesting and important, as well as offering new ideas and interpretations, plus a methodological example that might inspire other scholars. The collective nature of this volume and the variety of its approaches and topics, plus the high quality of each chapter, make it accessible to scholars in a wide range of intellectual fields who may use from one to all chapters."--BOOK JACKET.
Using primary evidence such as official documents, newspapers and memoirs, Paul Bailey analyzes the significance, impact and nature of women's public education in China from its beginnings at the turn of the twentieth century.
The Class of 1761 reveals the workings of China's imperial examination system from the unique perspective of a single graduating class. The author follows the students' struggles in negotiating the examination system along with bureaucratic intrigue and intellectual conflict, as well as their careers across the Empire—to the battlefields of imperial expansion in Annam and Tibet, the archives where the glories of the empire were compiled, and back to the chambers where they in turn became examiners for the next generation of aspirants. The book explores the rigors and flexibilities of the examination system as it disciplined men for political life and shows how the system legitimated both the Manchu throne and the majority non-Manchu elite. In the system's intricately articulated networks, we discern the stability of the Qing empire and the fault lines that would grow to destabilize it.
