Education And Society In Late Imperial China 1600 1900

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.

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.

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.

Medicine and Society in Late Imperial China explores the vibrant medical landscape in late imperial China (1600-1850), focusing on one of the most cultured and elegant cities in the lower Yangzi region, Suzhou. The central theme of the book is that the economic prosperity and intellectual vibrancy of late imperial Jiangnan fostered the emergence of a community of physicians who engaged in lively debates concerning qualifications and practice, leading to a growing sense of identity and new ways of theorizing and practicing medicine. It shows that the classical medical tradition interacted in a fluid relationship with both the state and the folk traditions. Medicine and Society in Late Imperial China is divided into two parts. Part I provides a broad framework on the discourse on the ideal physician, as well as examining the sanhuang miao (Temple of the Three Emperors) and challenges to existing medical theories by the wenbing (warm factor) school. Part II focuses on Suzhou physicians and their writings within the broad medical tradition, illustrates a local perspective of medicine's relationship with the state through an examination of the outbreak of epidemics in Suzhou, and discusses the development of the fields of specialties in medicine.

In the long course of late imperial Chinese history, servants and concubines formed a vast social stratum in the hinterland along the Grand Canal, particularly in urban areas. Concubinage and Servitude in Late Imperial China is a survey of the institutions and practice of concubinage and servitude in both the general populace and the imperial palace, with a focus on the examination of Ming-Qing political and socioeconomic history through the lives of this particular group of distinct yet associated individuals. The persistent theme of the book is how concubines, appointed by patriarchal polygamy, and servants, laboring under the master-servants hierarchy, experienced interactions and mobility within each institution and in associating with the other. While reviewing how ritual and law treated concubines and servants as patriarchal possessions, the author explores the perspectives available for individualconcubines and servants and the limitations in their daily circumstances, searching for their “positional powers” and “privilege of the inferiors” in the context of Chinese culture during the Ming-Qing time period. For a list of the book's tables and their sources, please see: http://www.wou.edu/wp/hsiehb/

America is in danger of losing its last great export—higher education. In addition to possessing the world’s largest economies, China and the United States have extensive higher education systems comparable in size. By juxtaposing their long and distinctive educational traditions, Palace of Ashes offers compelling evidence that American colleges and universities are quickly falling behind in measures such as scholarly output and the granting of doctoral degrees in STEM fields. China, in contrast, has massed formidable economic power in support of its universities in an attempt to create the best educational system in the world. Palace of Ashes argues that the overall quality of U.S. institutions of higher learning has declined over the last three decades. Mark S. Ferrara places that decline in a broad historical context to illustrate how the forces of globalization are helping rapidly developing Asian nations—particularly China—transform their major universities into serious contenders for the world’s students, faculty, and resources. Ferrara finds that American institutions have been harmed by many factors, including chronic state and federal defunding, unsustainable tuition growth, the adoption of corporate governance models, adjunctification, and the overall decline of humanities education relative to job-related training. Ferrara concludes with several key recommendations to help U.S. universities counter these trends and restore the palace of American higher learning.

Examining three works of vernacular fiction dating from 1750 to 1828, this book studies the intellectual and literary factors that in the mid-Qing dynasty contributed to the development of vernacular fiction of unprecedented scholarly and satirical sophistication.

This is the first comprehensive study in English on the social, institutional and intellectual aspects of traditional Chinese education. The book introduces the Confucian ideal of 'studying for one's own sake', but argues that various intellectual traditions combined to create China's educational legacy. The book studies the development of schools and the examination system, the interaction between state, society and education, and the vicissitudes of the private academies. It examines family education, life of intellectuals, and the conventions of intellectual discourse. It also discusses the formation of the tradition of classical learning, and presents the first detailed account of student movements in traditional China, with an extensive bibliography. While a general survey, this book includes various new ideas and inquiries. It concludes with a critical evaluation of China's rich educational experiences.