The Myth of Chinese Super Schools

[ellenrr]

great article:

"The examination system, Zhao holds, was designed to reward obedience, conformity, compliance, respect for order, and homogeneous thinking; for this reason, it purposefully supported Confucian orthodoxy and imperial order. It was an efficient means of authoritarian social control.

Zhao says this is what Chinese students, even in rural areas, are best at: high test scores. Chinese students regularly win any competition that depends on test performance. Where they fall short is creativity, originality, divergence from authority. The admirers of Chinese test scores never point out that what makes it the “best” education system is also what makes it the worst education system. It is very effective in “eliminating individual differences, suppressing intrinsic motivation, and imposing conformity.” It is

a well-designed and continuously perfected machine that effectively and efficiently transmits a narrow band of predetermined content and cultivates prescribed skills…. Because it is the only path to social mobility, people follow it eagerly."

http://www.nybooks.com/articles/archives/2014/nov/20/myth-chinese-super-schools/

[eridani]

1. Well worth reading the whole thing

China had all the elements necessary for an industrial revolution at least four hundred years before Great Britain, but keju diverted scholars, geniuses, and thinkers away from the study or exploration of modern science. The examination system, Zhao holds, was designed to reward obedience, conformity, compliance, respect for order, and homogeneous thinking; for this reason, it purposefully supported Confucian orthodoxy and imperial order. It was an efficient means of authoritarian social control. Everyone wanted to succeed on the highly competitive exams, but few did. Success on the keju enforced orthodoxy, not innovation or dissent. As Zhao writes, emperors came and went, but China had “no Renaissance, no Enlightenment, no Industrial Revolution.”

Zhao says that China’s remarkable economic growth over the past three decades was due not to its education system, which still relies heavily on testing and rote memorization, but to its willingness to open its markets to foreign capital, to welcome Western technology, and to send students to Western institutions of higher education. The more that China retreats from central planning, the more its economy thrives. To maintain economic growth, he insists, China needs technological innovation, which it will never develop unless it abandons its test-based education system, now controlled by gaokao, the all-important college entrance exams. Yet this test-based education system is responsible for the high performance of Shanghai, Hong Kong, and East Asian nations on the international tests.

China has a problem, however, that is seldom discussed: cheating and fraud. When the government rewards the production of patents for new products, the number of patents soars, but most of them are worthless. High school students get extra points for college admission if they receive patents for their proposals. Zhao points to a school where a ninth-grade class had received over twenty patents; the school as a whole had registered over five hundred patents in three years. Even middle school students had collected national patents. A large proportion of these patents, writes Zhao, are “junk patents” or demonstrations of “small cleverness.” When the government requires the publication of scientific papers for professional advancement, the number of scientific papers increases dramatically, but a high proportion of those papers are fraudulent. Zhao says there is a billion-dollar industry in China devoted to writing “scientific” papers for sale to students and professionals who lack the research skills to write their own.

[Locrian]

2. thank you

Ordering his book.

I deal with this on several levels every day.

[d_r]

3. a great read

makes some important points!

Duncan, President Obama, and legislators looked longingly at Shanghai’s stellar results and wondered why American students could not surpass them. Why can’t we be like the Chinese?, they wondered. Why should we be number twenty-nine in the world in mathematics when Shanghai is number one? Why are our scores below those of Estonia, Poland, Ireland, and so many other nations? Duncan was sure that the scores on international tests were proof that we were falling behind the rest of the world and that they predicted economic disaster for the United States. What Duncan could not admit was that, after a dozen years, the Bush–Obama strategy of testing and punishing teachers and schools had failed.
(snip)
China is accustomed to hierarchy and ranking, and the education system delivers both. As the only path to success, students are ranked according to their performance, and very few will win the race. Competition is fierce for the top spots in the top schools and universities. Not surprisingly, wealthy parents resort to cheating and bribery to give their children advantages, such as extra lessons, the best teachers, and the best schools. Chinese educators complain that the competition makes children unhappy and unhealthy, and that it is unfair and inequitable.
(snip)
Leading Chinese educators have attempted to reduce the importance of examinations, but thus far have failed. Zhao calls testing “the witch that cannot be killed.” No matter how often they issue directives to reduce homework and academic pressure, the pressure remains, enforced by schools and parents. Zhao wrote his book to warn Americans not to abandon their historic values of creativity and innovation, not to be lured by China’s high test scores, not to be corrupted by authoritarian standards and tests. Americans mistake “China’s miseries as secrets to success.” China, he writes, is “a perfect incarnation of authoritarian education.” It is no model for the United States:
(snip)
If the West is concerned about being overtaken by China, then the best solution is “to avoid becoming China.”