The Brain Drain and Revolution in the Late 19th and Early...

Introduction By the end of the 19th century, Chinese officials were beginning to realize that their country’s educational infrastructure was becoming increasingly anachronistic. Traditional education largely ignored technology—considered it low class, even—and students instead focused on cultivating a sense of moral righteousness. Yet, the Confucian-centered examination system was beginning to prove ineffective in a world where modern militaries predominated in international relations. China learned this painful lesson during a succession of lost wars, eventually entering a long period of introspection, quite notably, by first looking outward. Foreign education systems were of particular interest to this nation in transition. Foreign†¦show more content†¦In fact, the late Qing Empire’s encounter with Western civilization was necessarily heralded by guns, warships, and other new instruments of Western military might. The narrative of China’s dynastic glo ry was replaced with a newer, less flattering image of China as the â€Å"sick man of Asia† (Holcombe 193). Fears of the encroaching imperial powers were only heightened after China lost in the 1865-60 Opium War, as were fears of increasing internal disorder, as evinced by the 1851-64 Taiping Rebellion (Bary 661; Rhoads 1-2). China would later suffer yet another humiliating defeat in the Sino-Japanese War of 1894-5, but they first instituted a series of reforms in an attempt to curtail foreign dominance, particularly in the military sphere. China thus entered a period of so-called â€Å"self-strengthening,† a government-led â€Å"restoration† that spanned the years between 1961 and 1895. This movement was largely a response to these early military defeats and the nation’s perceived sense of inferiority (Rhoads 1-2; Holcombe 201). In a phrase, the goal of self-strengthening projects and the larger Tongzhi Restoration (1862-74) was to â€Å"emulate the Wes tern countries and master their technical skills† (Holcombe 201; Rhoads 9). In order to do this, China first had to open its borders to Western influence; the late Qing first allowedShow MoreRelatedEducation in South Africa12740 Words   |  51 Pageshistories of the group, tales of heroism and treachery, and practice in the skills necessary for survival in a changing environment. Colonial education The earliest European schools in South Africa was established in the Cape Colony in the late seventeenth century by Dutch Reformed Church elders committed to biblical instruction, which was necessary for church confirmation. In rural areas, itinerant teachers (meesters ) taught basic literacy and math skills. British mission schools proliferated afterRead MoreGlobalization and Its Impact on Malaysia13672 Words   |  55 Pagesnot new, though. 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