A Brief History of Imperial Examination and Its Influences

Abstract

Learners of East-Asian descent frequently outperform students from other developed nations on standardized tests. They are often well prepared, and generally demonstrate high proficiency in math, science, and language. Despite recent hype among Western policymakers and educators regarding the performance of East-Asian students on standardized exams, this phenomenon is primarily attributable to the unique history of imperial examinations, which began in China. The imperial examinations were firmly established in most East-Asian nations (excluding Japan owing to its geographic isolation), and were the product of cultures that valued routine work and strong central governments. Although some Western politicians and education administrators advocate adopting a form of education wherein standardized test scores are a focal point, such views potentially ignore centuries-old criticisms in East-Asian nations concerning national examinations. The imperial examination system was a seemingly efficient and convenient approach to selecting government elites that produced diligent students and punctual educators; nonetheless, it also had significant drawbacks with respect to innovation and societal progress. Thus, the author examines this educational approach from a historical perspective, and compares it to the methods adopted by Europe and Japan.