THE PRINCETON JOURNAL OF EAST ASIAN STUDIES
VOLUME III
FALL 2012
PRINCETON JOURNAL OF EAST ASIAN STUDIES
EDITORS-IN-CHIEF Anji Shin ’13 Jenna Song ’14
COPY EDITORS Jennifer Cho ’15 Charles Fortin ’15 Kevin Liaw ’15
LAYOUT EDITOR Jiweon Kim ’15
FINANCE & OPERATIONS TEAM Alex El-Fakir ’15 Kevin Liaw ’15 Thomas Merckens ’13 Jay Park ’16 Samantha Wu ’16 Heidi Yi ’15
IT TEAM IT MANAGER Eeh Pyoung Rhee ’13 STAFF Thomas Truongchau ’14
CHINA EDITORIAL TEAM JAPAN EDITORIAL TEAM KOREA EDITORIAL TEAM ASSOCIATE EDITOR ASSOCIATE EDITOR ASSOCIATE EDITOR Charles Fortin ’15 Ryohei Ozaki ’14 Tanny Kang ’14 EDITORS EDITORS EDITORS Ben Chang ’14 Charles Fortin ’15 Jennifer Cho ’15 Gavin Cook ’15 Tzu-Yung Huang ’15 Jisoo Han ’14 Adrienne Fung ’14 Marina Kaneko ’15 Jee Eun Lee ’15 Rebecca Haynes ’15 Tanny Kang ’14 Jay Park ’16 Tzu-Yung Huang ’15 Christian Edwards van Alicia Huaze Li ’16! Muijen ’15 Cameron White ’14 ! !
TABLE OF CONTENTS ! ! 1. TO FIND THE RED AND EXPERT: THE POLITICAL IMPLICATIONS IN THE REINSTATEMENT OF THE 1977 NATIONAL COLLEGE ENTRANCE EXAMINATION IN CHINA MARGARET WANG | PRINCETON UNIVERSITY 1
2. JAPAN’S FORGOTTEN EIGHTEENTH CENTURY: KIMURA KENKADō AND THE CASE FOR BIOGRAPHICAL HISTORY | SEAN O’REILLY | HARVARD UNIVERSITY 18
3. SILK PRODUCTION IN SONG CHINA (960-1279): AN INVESTIGATION OF THE TREATISE ON TEXTILES IN THE OFFICIAL DYNASTIC HISTORY OF SONG | HANG LIN | UNIVERSITY OF WÜRZBURG 32
4. PUBLIC OPINION AND BUREAUCRATIC STONEWALLING: THE LEGALIZATION OF THE BIRTH CONTROL PILL IN JAPAN | REBECCA TOMPKINS | HARVARD UNIVERSITY 45
5. POLITICS OF IDEOLOGICAL DEVELOPMENT: CASE STUDY OF POST-TRANSITION CHINA AND NORTH KOREA | SOOMIN OH | COLUMBIA UNIVERSITY 57
6. A TEMPORARY RELEASE FROM REGULATION: GEOGRAPHICAL AND SOCIAL MOVEMENT DURING JAPAN’S TOKUGAWA PERIOD | MATTHEW HAYES |WRITTEN WHILE AT UNIVERSITY OF OREGON 70
7. CLOTHING AND UNCLOTHING, SEEN AND UNSEEN: A STUDY OF PAN JINLIAN IN JIN PING MEI | MELODY YUNZI LI | WASHINGTON UNIVERSITY IN ST. LOUIS 83
8. THE UNITED STATES AND ITS ROLE IN THE TAIWAN-CHINA RELATIONSHIP | PRISCILLA HSU | CLAREMONT MCKENNA COLLEGE 98
9. GOT MILK?: CHINA’S DAIRY INDUSTRY AND ITS IMPACT ON A GLOBALIZED CHILDREN’S CULTURE | SERENA PIOL | COLUMBIA UNIVERSITY 107
TO FIND THE RED AND EXPERT: The Political Implications in the Reinstatement of the 1977 National College Entrance Examination in China Margaret Wang Princeton University
ABSTRACT discussion on the reform of China’s higher education enrollment system in Despite the vast research revolving light of its significant connection to around the 1977 reinstatement of the power, governmentality and education. national college entrance examination (gaokao )in China, little investigation I. INTRODUCTION has been done on the dissonance between the promoted slogans for this revision and In November of 1977, a diverse its actual outcomes. Even though Deng group of citizens, including young migrant Xiaoping and the Ministry of Education workers, middle-aged rural peasants, made many references to Mao Zedong’s veterans, intellectuals, and government egalitarian education policies during the employees, altogether 5.8 million, Cultural Revolution, the reinstatement of nervously sat in exam venues across the the gaokao actually concentrated power in country to take a two-day comprehensive the educational elite (especially in urban exam called the gaokao ( ). Eager for areas), subjected education to a political the chance to attend college without a and economic agenda, and caused deeper prior educational background, twenty- social inequalities. This contradiction can eight-year-old Wang Jie Dong registered only be explained by examining Deng’s for the gaokao with the hopes of earning a motive for implementing the policy: to secure living for himself and his family in reassert his power against the Gang of the future.i After losing the opportunity to Four after Mao’s death. In this paper I will attend high school because of student first introduce the context of the time uprisings during the Cultural Revolution, period through the great educational he worked as a self-taught electrician for debate during 1977. Then, I will detail the several years until hearing the news various aspects of the gaokao that widened regarding the reinstatement of the national social equality such as localized funding college entrance examination (gaokao through economic decentralization, ). Although unable to attend college development of keypoint universities, after his first gaokao due to his father’s emphasis on science and technology, and affiliation with Taiwan, he eventually took rapid economic modernization goals. the gaokao again in 1978, earning the Finally, I will explain why Deng Xiaoping opportunity to study at Shanghai presented this reformation under the Electrical College. Afterwards, he façade of Mao Zedong’s vision to further continued his education at the Concordia the socialist cause, and why this blatant University of Canada and finally, became a contradiction was so easily received by the successful electrical engineer in California. Chinese citizens. A better understanding of the history of the gaokao will facilitate
Princeton Journal of East Asian Studies! 1!
Many Chinese citizens who up of those in urban and top tier partook in this examination had similar universities, for the purpose of spurring success stories, recalling how “it was a rapid economic growth at the price of time full of dreams and hopes for the more social inequality. The contradiction future.”ii After all, following close to ten between what was publicized and what years of educational stagnation during the resulted from the reinstatement, however, Cultural Revolution (1966-1976) this can be explained in part by the chaos of revision essentially reinstated a merit- the political scene in 1977: Deng needed based enrollment system in place of one to reassert his power against the gang of based solely on political affiliation. After four (si ren bang ) to take charge of months of deliberation with the Ministry economic reform after Mao. of Education, the rising reformist leader, Deng Xiaoping ( ), finally II. THE GREAT EDUCATIONAL proclaimed the news that would spread DEBATE virally throughout China: “Since everybody requested it, then let’s change Near the end of the Cultural it. This year we’ll just reinstate the national Revolution, due to the lack of stringent college entrance examination!”iii merit-based college enrollment But in 1977, Deng’s reinstatement stipulations, the level of education in of the national college entrance universities was alarmingly low and examination created opportunities to elementary. Qinghua University’s ( achieve higher education and job stability ) president confessed that students’ for only 278,000 citizens. For the “cultural qualities were too poor” and that remaining 5.5 million candidates who “most of the students were at the level of could not conform to the government’s primary school students”iv, attesting to the standard of intellect and knowledge, the necessity of addressing this domestic issue. seemingly monumental policy actually In fact, the great debate over education widened the gap between them and the was publicly acknowledged by the acting elite, and more generally between the premier Hua Kuofeng ( )in 1976, urban and rural. Through the façade of during a dinner gala for U.S. President egalitarian appeals, echoing Mao Zedong’s Richard Nixon: “In China, a revolutionary ( ) proclamations for socialism mass debate is going on in such circles as during the Cultural Revolution, the education, science, and technology. It is a reinstatement of the gaokao ironically continuation of the Great Proletarian became the emblem of Deng Xiaoping’s Cultural Revolution.”v support for the previously criticized elite Namely, the quality of education intellectuals, ultimately moving to raise the did not correlate with Mao Zedong’s level of education (ti gao ) rather than promise of social mobility and equality for popularize it (pu ji ). the disillusioned youth. Although the The shift towards a regimented proletarian class blamed the “right education system that focused on the deviationist wind”vi of the bourgeois class select few rather than the common masses for the tarnishing of the education system, is undeniable. Although Deng Xiaoping overall, it too was acknowledging that the reiterated Mao Zedong’s motto to further schooling system had to change. As early socialism for the needs of the common as 1975, Deng Xiaoping began to people, the reinstatement of the gaokao, in dichotomize the paths of education practice, created a centralized force made reform: education for revolution or
Princeton Journal of East Asian Studies! 2! development, for the masses or for the “Exams are an important method elite, for popularizing education or to check the situation of learning advancing it.vii In other words, the Central and efficiency in teaching just like Party had to decide between continuing inspecting the quality of products Maoist education policies and reversing is necessary in guaranteeing the them to create the sort of educational factory’s production level. environment that would help China in Obviously, one shouldn’t blindly catching up to other modernized take tests, but it is the only countries. method to effectively monitor To understand the severity of this education. We must seriously domestic debate, we must first understand study, test, and improve the conditions of education during the examination content and exercises. Cultural Revolution. During this time, That is how it will be perfected.”xi because Mao believed that conventional education replicated capitalist ideology Deng essentially reversed Maoist and “thus produced apolitical intellectuals education policies by restoring this divorced from the toil and struggle of examination, which required true revolutionary society,” viii leadership roles educational knowledge, but did not and education opportunities were only disregard the importance of candidates’ given to politically correct individuals. As political affiliations, given that elites were a result, he eradicated academic entitled to a superior education. Given the evaluations and examinations, requiring decentralization of the economy and the students to be “red” in ideology, but not market-oriented reforms initiated in necessarily “expert” in their studies.ix In Deng’s modernization plan, Deng chose any case, this revolutionary model sought to emphasize rapid economic growth to produce cohorts for the socialist cause through the education of the elite.xii To through mass education. Even market his polices, he criticized and intellectuals who were previously teachers blamed the Gang of Four movement, (fen were stripped of their status, while sui si ren bang ) consisting of uneducated workers, peasants, and Mao Zedong’s last wife Jiang Qing ( ), soldiers (gong nong bing ) undertook Zhang Chunqiao ( ), Yao Wenyuan the responsibility of educating students ( ), and Wang Hongwen ( ), for the Party’s cause. The overarching for the stagnation in education, and for goal of education, thus, became a political their corrupt “capitalist” ideals in one. For example, in foreign language opposition to Mao’s egalitarian policies. In classes, students learned about “taking the other words, Deng Xiaoping strategically socialist road” rather than basic phrases promoted policies in opposition to Maoist like “taking a walk.” x In the end, the education guidelines, ironically by claiming failure of the revolutionary education to be continuing Mao Zedong’s egalitarian system catalyzed the great educational cause, which was supposedly under attack debate. by the bourgeois Gang of Four. Through Deng Xiaoping’s solution to this the gaokao, Deng Xiaoping’s decision to conundrum was the reinstatement of the advance education rather than to gaokao in 1977. As he stated in the 1978 popularize it became obvious, thus, National Education Conference (Quan guo ending the great educational debate. jiao yu gong zuo hui yi ):
Princeton Journal of East Asian Studies! 3!
III. REGIMENTATION RESULTING gaokao was restored mainly to achieve FROM THE GAOKAO rapid economic modernization goals, the emphasis on scientific and technological A year after the reinstatement of advancement in the actual content of the the gaokao, Deng Xiaoping affirmed that examination removed the pure academic he was still continuing education for the goals of the gaokao, widening the gap common people. During the Education between those who studied practical Conference on April 22, 1978, Deng subjects from those who studied the Xiaoping affirmed that “it is imperative to liberal arts. train a large contingent of working-class intellectuals and greatly to raise the A. Economic Decentralization science and cultural level of the entire In 1985, the official “Decision of Chinese nation [….] to implement further the Central Committee of the Communist the fundamental principle set forth by Party of China on the Reform of Chairman Mao that ‘education must serve Educational Structure” reverberated proletarian politics and be combined with throughout the economic climate of productive labor.’”xiii However, he subtly education in the 1970’s. xv Essentially, hinted at the divide and social inequality instead of having the Communist the entrance examination would instigate: government control every province’s “Examinations are an important method economy, the national government of checking on studies […] We encourage decentralized educational finances. With everyone to strive for progress, but the dissolution of state ideology and the progress depends, after all, on whether the increase of local autonomy, local individual makes the effort. A collective governments had the bulk of the effort is the sum of individual efforts. responsibility for funding schools, as the There will be difference in individual national government only compensated efforts even in communist society.”xiv them for a third of their expenses. Local In essence, Deng Xiaoping governments that needed more funding alluded to the resulting social for school supplies and teachers’ salaries regimentation which would ensue from especially depended on sponsorship the very test he claimed to be completely (banxue )from the community. egalitarian in nature. Although Specifically, the national opportunities to register for the gaokao government allocated less funding to were given to citizens from all primary and secondary schools, which backgrounds, the actual conditions of provided most of the education of most enrollment in higher education increased students taking the college entrance social inequality. First of all, while examination. According to Table 1, economic decentralization forced local although primary education received 31% governments, particularly in rural areas, to of China’s national education expenditure carry the burden of educational costs, the and secondary education received 39% in national government mostly provided 1979, compared to the ratios of other funding for keypoint universities (zhong developing countries it was very minimal, dian da xue ). As a result, most especially because there were many more candidates from rural areas could not pass students enrolled in primary and the examination because urban-educated secondary schools. For example, when and otherwise privileged candidates had looking at the recurrent educational the upper hand. Moreover, since the expenditures of the Ministry of Education
Princeton Journal of East Asian Studies! 4! alone, clearly more money was allocated Table 2: Number of Students, Schools for primary and secondary education and Teachers and total expenditure by (Table 2). However, when taking into the Ministry of Education for Primary, account the number of students and Secondary, and Tertiary Schools (1979, teachers in primary, secondary, and 1982) (in millions) tertiary education, the ratio of the total expenditure to the number of students Primary School and teachers was vastly larger for higher 1979 1982 education (comparing 13.2 for primary schools, 38.4 for secondary schools, and Students 146.6 139.7 1277.3 for higher education). Though Teachers 0.920 0.881 more expenditure for higher education is understandable, the severe difference in Total 1950 3390 ratios reflects the national government’s Expenditure minimal financial contribution to local Ratio per 13.2 24.1 schools. Furthermore, the ratio between student and the total expenditure and the number of teacher (in students and teachers does not exhibit ones) how much each student receives individually (since facility management Secondary School: and other factors affect the expenditure). In other words, there was a clear 1979 1982 relaxation in funding provided by the Students 59.1 45.3 national government for primary and secondary education, placing the majority Teachers 3.211 2.783 of the burden on local governments. Total 2390 3490 Expenditure Table 1: Percentage Distribution of Ratio per 38.4 72.6 Public Recurrent Educational student and Expenditure, by Level of Education teacher (in (1979) ones)
China Other Higher Education: Developing Countries 1979 1982 Primary 31 49 Students 1.0 1.2 Education Teachers 0.237 0.278 Secondary 39 31 Education Total 1580 2010 Tertiary 30 20 Expenditure Education Ratio per 1277.3 1359.9 student and Source: Data adapted from The World teacher (in Bank, China: Issues and Prospects In Education ones) (Washington, DC: World Bank Country Studies, 1985), 48.
Princeton Journal of East Asian Studies! 5!
Source: Data adapted from The World institutions, once again deemed as Bank, 59, 66, 68. national keypoint universities, including Peking University (Bei jing da xue As a result of economic ), Qinghua University (Qing hua da xue decentralization, which included local ), Fudan University (Fu dan da governments carrying the burden for funding education, the rural-urban divide xue ) etc., to enumerate the increased, continuing a trend that started institutions that high scoring gaokao at the end of the Cultural Revolution. In candidates could attend. 1978, the per capita income for rural Deng revived keypoint universities citizens was only 134 yuan per year, while to service as model schools that closely for urban citizens it was 315 yuan.xvi linked education with economic The state council approved the advancement. During his speech “Some Ministry of Education’s stipulation in Comments on Work in Science and “Opinions Regarding the 1977 Higher Education” (Guan yu ke xue he jiao yu gong Education Enrollment” (Guan yu yi jiu qi qi zuo de ji dian yi jian nian gao deng xue xiao zhao sheng gong zuo de yi ) on August 8, 1977, Deng jian stated: “Institutions of higher learning, ) stipulating: “All workers, particularly the key ones, should serve as farmers, countryside and hometown an important front-line force in scientific educated youth, demobilized soldiers, research [….] In this way, our sciences will cadres (ages can be relaxed to thirty years progress faster […] Not all our old) and graduates only need to suffice institutions of higher learning can as yet certain conditions to register as a increase their scientific research work, but candidate [for the gaokao].”xvii But because the key colleges and universities should do so step by step and take on more research primary and secondary schools varied in xix quality, the gaokao actually increased social assignments from outside.” Previously inequality. Considering the relatively high labeled as “little treasure pagoda schools” for “intellectual aristocrats” to be dropout rates in both primary and xx secondary education and the variation in “elevated to heaven,” keypoint teacher quality xviii , the gaokao was an universities suddenly were held up as the extremely difficult test for the average highest prizes for gaokao candidates. student. Therefore, entrance to these keypoint universities became the best means of B. Keypoint Universities social, political, economical, and Given that Mao Zedong geographical mobility. emphasized equality of education for the Keypoint universities, nonetheless, common people, he eliminated any trace only benefited a few elite students and of elitist education in Chinese society. For furthered social inequality by creating a example, keypoint colleges were nationally clear distinction between non-keypoint instituted in the 1960’s as prestigious and keypoint universities. On top of this, universities receiving direct and because of economic decentralization, as substantial support from the central discussed earlier, non-keypoint government, but were eliminated during universities were generally where most of the Cultural Revolution. By 1976, the underprivileged, rural youth attended. however, Deng Xiaoping brought Although Deng Xiaoping stated that attention to eighty-eight higher education “workers, peasants, and soldiers could enroll in universities” and “keypoint
Princeton Journal of East Asian Studies! 6! universities could recruit from this pool of and advancement in education. xxiv As a high school graduates,” xxi this statement result, although the gaokao tested some was an idealistic mirage that concealed the humanities subjects such as Chinese elite nature of keypoint universities. The literature and political science, the creation of keypoint universities naturally examination emphasized math and led to the installment of keypoint primary science.xxv and secondary schools, which became It is important to note, however, “conduits through one reaches the that an emphasis on science and pinnacle”xxii of elite education. This sort of technology is very common for elite separation consequently began as developing countries as a means to early as primary school, rendering the achieve economic stability. xxvi The fact gaokao an inefficient means for non- that Deng Xiaoping shifted away from keypoint students to attend high quality liberal arts should not be criticized. universities imbued with resources and Instead, I will be focusing on the ways he qualified staff. emphasized science and technology First, since keypoint universities through the gaokao, which actually were eliminated during the Maoist period, restricted the potential for innovation in their reinstatement was evidence for the these fields. Namely, I will be discussing restoration of elitist education. Second, how scientists were compared to these universities demonstrated how the production workers and forced to develop central government had even more power under a “socialist agenda” to correlate to define the ideal in intelligence and with the goals of the gaokao and the education. Even though regimentation keypoint universities. between the educated and the uneducated Since the gaokao further had already existed, keypoint universities distinguished those more qualified in math allowed for the gaokao to further and science, most college students entered strengthen this divide and to negate into related fields, which included mobility. engineering, natural sciences, agriculture and forestry, and medicine. Referring to C. The Emphasis on Science and Technology Table 3 for the total enrollment in higher Given that the gaokao dictated the education by specialty, the ratio of those “perceived needs” of the nation, Deng who studied in the fields of science and Xiaoping was able to further his plans for technology compared to those in the economic modernization plans through liberal arts field was nearly six to one. the enhancement of science and Moreover, those who chose to specialize technology education. In his speech in the fields of science and technology “Respect Knowledge, Respect Talent (Zun received more resources from teachers zhong zhi shi, zun zhong ren cai and staff. According to Table 4, which ), he acknowledged: “We have charts staff and teachers in higher to achieve modernization, and the key is education by specialty, the ratio of staff to develop science and technology. In members involved with science and developing science and technology, to not technology to those involved with liberal pay attention to education is unacceptable. arts was nearly twelve to one, while for “ xxiii In various national congressional the ratio of teachers, it was nearly eleven meetings, the Party Central Committee to one. Not only did the gaokao filter in pushed for science and technology by more science and technology based interlocking rapid economic development students, but also to some extent, universities (especially keypoint ones)
Princeton Journal of East Asian Studies! 7! provided to those studying science and Institutes of 5,543 2,200 technology the best conditions to flourish. Physical Education Again, this observation is not to criticize Art Institutes 9,035 3,901 the Ministry of Education’s shift in focus Total*: 431,412 152,955 to science and technology but rather show Total: 35,012 14,111 to what extent higher education was * = fields of science and technology unbalanced and thus further regimented. Source: Data adapted from Lo and Mao, 21.
Table 3: Total Enrollment in Institutes Beyond the high enrollment rates of Higher Learning By Specialty (1980) and the amount of resources given to 1980 1981 those specializing in science and Engineering* 382,000 461,265 technology, it is important to note how Agriculture* 71,600 78,837 Deng likened those studying the sciences Forestry* 11,800 13,618 to manual laborers. In “Some Comments Medicine* 139,600 158,986 on Work in Science and Education,” Science* 83,700 99,840 Deng Xiaoping remarked: “Both scientific Arts 58,700 69,076 researchers and educational workers are Finance/Economics 36,600 47,895 working people. Don’t we talk about Law and Politics 6,100 9,944 mental labour and manual labour? Physical Education 9,400 11,241 Scientific research and educational work Visual Art 5,900 7,326 are mental labour—and doesn’t mental labour count as labour?” xxvii By labeling Total*: 688,700 812,546 researchers as laborers, Deng implied that Total: 116,700 145,482 the researchers were also under the * = fields of science and technology agenda of “the revolution” much like how Source: Data adapted from Billi L. C. Lo Mao Zedong’s advocated laborers’ and Tse Mao, Research Guide to Education in dedication to class struggle. China After Mao 1977-1981 (Hong Kong: Whereas liberal arts and University of Hong Kong, 1983), 20. humanities was more easily monitored and controlled by the Communist Party due to Table 4: Staff and Teachers in their focus on ideology, science and Institutes of Higher Learning by technology had more autonomy from the Specialty (1981) central committee given that they dealt more with objective observations and Total Teachers experiments: data could not be Staff manipulated. However, as Deng stated in College of Science 286,063 101,776 the opening speech to the National and Engineering* Science Conference (Quan guo ke xue da hui College of 58,837 18,247 )in 1978, “correctly Agriculture* understanding that science and technology College of Forestry* 6,646 2,326 belong to the productive forces and that College of 79,866 30,606 brain workers who serve socialism are a Medicine* part of the working people has a close Institutes of 17,112 6,783 bearing on the rapid development of our Finance/Economics scientific undertakings.”xxviii In this manner, Institutes of Law 3,322 1,227 the central committee praised scientific and Politics and technological research, while in some
Princeton Journal of East Asian Studies! 8! ways controlling the research behind the candidates’ political affiliations. As Deng scenes, just as the government had stated in his speech “Doing a Good Job in manipulated laborers’ ideologies during College Enrollment Is an Aspiration of the Cultural Revolution. People Throughout the Country,” “a Overall, with the greater emphasis scholastic achievement test is one of the on science and technology, the gaokao important ways to examine the students’ segregated those who studied these political theory and educational level.”xxxiii subjects from those who studied liberal In other words, candidates still had the arts. Furthermore, these distinguished burden of carrying the proletarian cause scientific researchers were subject to the and had to be, according to the Ministry goals of rapid economic modernization of Education’s “Requirements for 1978 within “socialist” cause, further causing College Enrollment,” “red and regimentation in the education system. expert.”xxxiv The phrase “red and expert” (you hong you zhuan ) originated IV. THE MAOIST SOCIALIST from Mao, in one of his speeches during FAÇADE the Great Leap Forward when he elaborated the importance of being The reinstatement of the gaokao business oriented and knowledgeable created regimentation throughout the while also being politically and education system in many aspects, ideologically correct. xxxv Thereby, Deng dividing rural students from urban ones, Xiaoping introduced the gaokao as policy elite intellectuals from the uneducated, that would continue Mao Zedong’s and scientists and engineers from those method of utilizing education for the studying the liberal arts. Yet, Deng proletarian cause. Xiaoping still reiterated Mao Zedong’s The key difference, nevertheless, is xxix mantra in guiding the May 7 schools. In Deng focused on the “expert” aspect forums regarding education reforms more than the “red.” Even though he leading up to the reinstatement of the proclaimed during his speech at the gaokao, Deng reaffirmed that the National Conference on Education that qualifications for entering higher “schools should always attach first education remained extremely political importance to a firm and correct political and thereby, more accessible to citizens of orientation,” xxxvi the regimentation in higher social ranks. Specifically, candidates education resulting from the gaokao would have to continue “to protect the illustrates how this was not the case. In Communist Party, to ardently love dividing rural citizens from urban ones, socialism, to ardently love labor, to for example, the gaokao clearly focused comply with revolutionary discipline, to less on the “red” ideology than it might xxx resolve to learn for the revolution” just have before. But by constantly using the as Mao Zedong required students to “be phrase “red and expert” and referring faithful to the Party’s educational task.”xxxi back to the importance of political Furthermore, in their first session, the ideology, Deng and the Ministry of People’s Congress of the Communist Education were able to maintain their Party followed suit by linking education, hold on political ideology though the modernization, and Mao’s ideals of class examination did not emphasize political struggle and anti-capitalism within the orientation as much as before. xxxii school curriculum. To understand the discord Like Mao’s socialist education between the actual function of the gaokao policies the gaokao continued to test
Princeton Journal of East Asian Studies! 9! and the means that Deng used to present and became the next to lead reforms in it, we must analyze Deng Xiaoping’s the country. motivations for mobilizing the Chinese Deng publicized the Gang of citizens. All in all, Deng presented the Four’s destruction of intellectual vibrancy gaokao with Maoist rhetoric to maintain in China, which led to several publications power during political opposition from in the local government and the media, Gang of Four as well as a period of tarnishing their reputation. As Deng increased social and ideological autonomy Xiaoping stated in the National resulting from rapid economic Conference on Education, “ever since we modernization. smashed the Gang of Four, especially I. The Smashing of the Gang of Four after revolutionizing higher education On September 9, 1976, an official enrollment systems and criticizing the announcement was released in the New ‘two estimates,’xxxviii the educational front China News Agency (Xin hua emerged in many new atmospheres. Achievement should be fully )mourning the loss of Mao Zedong. xxxix However, the announcement was released affirmed.” Following “The Great close to twenty hours after Mao’s death, Debate on the Educational Front” (Jiao yu foreshadowing the intensity of the debate zhan xian de yi chang da lun zhan that political leaders would initiate )xl the severe assessment of regarding China’s future. Although the the Gang of Four by a group evaluating announcement stated that “we must carry the Ministry of Education caused various on the cause left behind by Chairman Mao colleges in cities such as Shanxi, and persist in taking class struggle as the Nanchang, Qinghua, Hanxi, Kansu, key link,” xxxvii there was uncertainty Sichuan, and Hopei, to hold official regarding the economic, political, and conferences condemning the Gang of social policies that the government would Four.xli As such, the public disparagement take due to the vacuum of leadership. The of the Gang of Four escalated into a Gang of Four lurched at the opportunity massive campaign. to seize power, as Jiang Qing attempted to From this perspective, by succeed Mao Zedong. The politburo attacking the Gang of Four on an members and military, nonetheless, educational front and repudiating the continued to support Premier Hua “two estimates,” Deng Xiaoping was able Kuofeng. At the same time, Deng to redefine Mao Zedong’s ideals for Xiaoping came out of hiding from Canton education to correspond with reforms (Guang zhou ) since Mao had such as the restoration of the gaokao. The removed him from office, accusing him of Gang of Four concocted the “two political mistakes. After Mao’s death, estimates” in 1971 to evaluate the Deng began his campaign for rapid educational atmosphere and the economic modernization through a intellectuals of the time between 1949 and pragmatic approach to development, 1966. According to the Gang of Four, the which the Gang of Four then labeled as seventeen-year period did not follow capitalistic. By specifically attacking the Maoist ideals and most intellectuals were Gang of Four’s corruption on the of the bourgeois class, or “class enemies xlii educational front, however, Deng with a bourgeois world outlook.” Xiaoping was able to officially “smash” However, the Ministry of Education the Gang of Four on October 9, 1976, accused the Gang of Four of scheming to “usurp Party and state power, restore
Princeton Journal of East Asian Studies! 10! capitalism and to fundamentally ruin the on citizens’ political affiliations during the revolution in education.” xliii The Cultural Revolution, although Mao educational stagnation during the Cultural initially proposed these policies. Revolution became the product of the Overall, the reinstatement of the Gang of Four’s misdoings. Mao, on the gaokao was a strategic move for radically other hand, was “victimized” by the Gang benefiting elite intellectuals without of Four as his philosophies were utilized causing turmoil for repudiating Maoist for capitalistic aims. In contrast, Deng education policies. Instead, the Gang of continued to proclaim Mao’s ideal of Four was blamed for “’putting intellectual restoring education for the masses to education first’ and thus ‘getting divorced avoid being associated with the Gang’s from proletarian politics.’” xlv After all, corruption, while in reality implemented since there was such strong allegiance to an examination for the elite. Mao Zedong’s philosophies, Deng In attacking the Gang of Four for Xiaoping could not develop the economy their corruption of the education system, with such a focus on the bifurcated the restoration of the gaokao became a education system. First, he had to method to permanently renounce the reinterpret Mao’s education policies and Gang of Four and their “two estimates.” “smash” the Gang of Four. The gaokao In a speech regarding college enrollment became the perfect policy to on the one in 1977, Deng Xiaoping pointed out their hand, continue his goal of economic faulty means of enforcing enrollment into modernization, and on the other, higher education: moderate the radicalism of his policies. As “The ‘gang of four’ completely a representative of the Higher Education ignored the tremendous Bureau of the Education Ministry in achievements in enrollment since Beijing confessed in an interview, “this the founding of our country, and [the Gang of Four] teaches us, therefore, negated the leading position of that we should have an entrance Chairman Mao’s revolution line… examination for this year’s enrollment.”xlvi They did their utmost to undermine the party’s fine II. Governmentality in the New Autonomous traditions and style of work, thus Environment further worsening an already bad Deng Xiaoping restored the gaokao situation in which the practice of to maintain his power for promoting rapid ‘going through the back door’ was economic modernization. At the same found in student enrollment. All time, however, the chaotic failure of the of this sabotage of student Cultural Revolution already began to bring enrollment and higher education about significant social changes, further was disastrous because it seriously dividing the citizens from the government obstructed the selection of through the decline of state principles. outstanding people.’”xliv During the Cultural Revolution, Chinese citizens were so ardent in their belief of Thought to be responsible for corrupt the Communist party because of their enrollment, the Gang of Four and its ideological indoctrination and the policies were juxtaposed against the government’s promise of an egalitarian reinstatement of the national college system. Because the Cultural Revolution entrance examination. The Gang of Four brought these disillusioned citizens even was blamed for the abolishment of the more social inequality, there was no entrance examination and the emphasis legitimized philosophy for the common
Princeton Journal of East Asian Studies! 11! people to follow.xlvii Furthermore, with the examination, which provided the only decollectivization and decentralization route to a stable education and job in the agenda, the party had much less control keypoint universities. Foucault also on the public sphere in aspects such as pointed out that universities were education. Amidst the process of “relatively artificial enclaves where recovering from poverty, many citizens students are expected to absorb socially were also preoccupied with market desirable modes of behaviour and forms reforms, focusing more on their own of knowledge before being recuperated businesses rather than the collective goals into society.”lii Given that the documents of the Communist party. As a result, of the first session of the Fifth National Deng faced the challenge of collectivizing People’s Congress clearly alluded to citizens for rapid economic development socialist economic construction as the and modernization while also conserving primary focus, and keypoint universities as the socialist establishment. the model institutions, to some extent, the The restoration of gaokao could gaokao played a role in mobilizing talented also be seen as a political tactic initiated by people for a politicized economic agenda. the Party and Deng with respect to the Foucault, however, was extremely close relationship between power, critical of education as a whole since he governmentality xlviii , and education. believed that knowledge and power were According to philosopher Michael inseparable. Therefore, I am not referring Foucault, “modern institutions of to his philosophies as a means of government are organized to produce criticism, but rather a lens to analyze the governable individuals who are especially relevant connections between the gaokao, susceptible to state control because they power and governmentality. After all, are taught to believe they are free.” xlix given the power struggle and the Similarly, Deng introduced the gaokao increasingly autonomous political under the pretense of Maoist socialism, environment of the time, the gaokao was deceiving citizens of the education policy’s an effective means of mobilizing citizens actual elitism. for economic modernization, which could Foucault thus forces us to have otherwise weakened state control. reanalyze the function of intelligence tests such as the gaokao by pointing out that V. CONCLUSION through intelligence tests, “our very conception of intelligence was therefore Clearly, there was discord between the capricious product of an essentially the outcome of reinstating the gaokao and arbitrary institutional arrangement. This the phraseology used by Deng and the analysis can be broadened to show how Ministry of Education in introducing this power continues to influence us through education reform. On the one hand, the production of knowledge.”l After all, restoring the national college entrance the gaokao’s focus on science and examination centralized educational technology redefined what the purpose of power for urban, high-class citizens in intelligence and education was, which for keypoint universities because of existing Deng was fiscal and technological economic decentralization and advancement. Deng inquired in his speech modernization goals. Yet, Deng Xiaoping about science and education: “how shall restated Mao Zedong’s aphorism of we mobilize the energies of workers in furthering the socialist cause for class science and education?”li His answer was struggle and social equality though his through the national entrance education reforms promoted the opposite.
Princeton Journal of East Asian Studies! 12!
By analyzing the political conflict between chaotic educational system and resulting the Gang of Four and Deng Xiaoping, the economic strife from the Cultural gaokao can be seen as a highly politicized Revolution, the citizens were more willing test to mobilize the Chinese citizens to accept dynamic change. Yet, the against the Gang of Four, since they were citizens were unaware of the tense attacked for their corrupt enrollment political environment that the gaokao was methods and educational policies as a be implemented in. whole. Lastly, in the post-Cultural A reanalysis of the gaokao forces us Revolution environment, marked by the to take a closer look of its actual function loss of state control over citizenry, Deng in contemporary Chinese history just as needed a method to collectivize citizens Foucault warned. In some aspects, Deng under one ideology. By scrutinizing Xiaoping’s manipulation of the gaokao Foucault’s discussion of power, while deliberately alluding to Mao’s governmentality and education, the gaokao diction mobilized Chinese citizens with can be seen less as an academic test, but subtler means than those of Mao during rather a policy that redefined intelligence the Cultural Revolution. Whereas Mao to mobilize the citizens for the cause of Zedong attempted to unite citizens under economic modernization. the Communist cause, Deng tried to unite Although there was a blatant them under the cause of rapid economic contradiction revolving around the gaokao, modernization. Whereas Mao led the the Chinese citizens were so willing to Chinese citizens against the common accept the reinstitution of the national enemy of the five black categories, Deng college entrance examination as a Xiaoping labeled the common enemy as celebration of educational resurgence the Gang of Four. Since education had because it brought hope to the problem of always been seen in a positive light and as fixing the politically and economically an institution of achievement apart from strained environment. Firstly, the gaokao politics, the gaokao created the illusion of was closely associated with the Imperial positive and dynamic change. At the end Examination system, which was initiated of the day, however, the gaokao clearly during the Sui dynasty as a centralized and focused more on politics than academics fair examination to select civil service though it was a pedagogic examination. officials. liii The Imperial Examination Although the gaokao integrated more system lessened the power of aristocratic academic work into higher education than families and allowed merit and intelligence in systems during the Cultural Revolution, to decide citizens’ ranks. The test, politics was the ultimate reason that however, was abolished in 1905 because candidates like Wang Jie Dong could not the rich eventually hired tutors, giving attend college in 1977. themselves them an upper hand, and the Recently, there have been multiple rigidity of the content did not assimilate to discussions regarding the negative aspects changing times. Nevertheless, the of the gaokao. liv Although the gaokao longevity and the influential focus on underwent several revisions and has led meritocracy revolutionized this test as a education enrollment systems towards the means to ensure equality in education. road of meritocracy, analyzing the root of Therefore, when Deng Xiaoping this national entrance examination can reinstated the gaokao, there was an perhaps shed light on some of its flaws. automatically a positive reaction to a test For example, given that the gaokao was that would once again be based on highly politicized, and in essence created meritocracy. Especially because of the more social inequality, perhaps the test
Princeton Journal of East Asian Studies! 13! should be adjusted to focus more on !!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!! pedagogy in the modern day. As such, this reinterpretation of the purpose and outcome of the gaokao can help initiate more discussion on revising China’s higher education enrollment system today. !!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!! i Jie Dong Wang. Personal Interview. Irvine, California, xii “Over the next 25 years, we should build before 1980, December 17, 2012. an independent and comparatively complete industrial system and national economic system. Second, realize ii Han Ximing, now a Chinese literature professor in modernization of agriculture, industry, national defense Nanjing Audit University, described the time period and science and technology, so that our national when the gaokao was reinstated in an interview. David economy will join the front ranks of the world.” Deng Lague, “1977 Exam Opened Escape Route into China’s Xiaoping, “On the General Program for All Work of the Elite,” The New York Times, January 6, 2008. Whole Party and the Whole Country,” in Selections from People’s Republic of China Magazines No. 921, (1997). xiii “Teng’s Speech at Education Conference, 22 April 1978,” New China News Agency, 25 April 1978 in Hinton, 2755. xiv “Teng’s Speech at Education Conference, 22 April 1978,” in Hinton, 2756. xv Chen Kai-Ming, “Education—Decentralization and v Theodore Hsi-en Chen, Chinese Education Since 1949 the market,” in Social Change and Social Policy in (New York: Pergamon Press Inc., 1981), 124. Contemporary China, ed. Linda Wong and Stewart MacPherson (Aldershot: Avebury, 1995), 70. vi “The Continuation and Deepening of the Great Proletarian Cultural Revolution – Gratifying to See the xvi Linda Wong and Ka-ho Mok, “The reform and the Mass Debate on the Education Revolution at Tsinghua changing social context,” in Social Change, 1. University Advancing Against the Waves,” People’s Daily, February 6, 1976 in The People’s Republic of China 1949- 1979: A Documentary Survey, ed. Harold C. Hinton (Wilmington: Scholarly Resources Inc., 1980), 2541. as quoted in xviii The World Bank, 36, 57, 58. viii Chen, 121. xix “Some Comments on Work in Science and Education ix “Red and Expert” is a famous phrase that originated (August 8, 1977),” Selected Works of Deng Xiaoping (1975- from Mao Zedong during the Great Leap Forward. To 1982) (Beijing: Foreign Language Press, 1984) as cited in be “red” meant to be politically correct in following Education and Socialist Modernization: A Documentary History communism while to be “expert” meant to be of Education in the People’s Republic of China, 1977-1986, ed. knowledgeable. Mao Zedong, Red and Expert, and trans. by Shi Ming Hu and Eli Seifman (New York: http://www.marxists.org/reference/archive/mao/select AMS Press, Inc., 1987), 57. ed-works/volume-8/mswv8_04.htm. [Original Source: xx Long Live Mao Zedong Thought, a Red Guard Publication Shi Ming Hu and Eli Seifman, ed., Toward A New World Outlook: A Documentary History of Education in the 1969]. People’s Republic of China, 1949-1976, (New York: AMS x Chen, 127. Press Inc., 1976), 160.
Princeton Journal of East Asian Studies! 14!
!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!! !!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!! xxviii “Teng’s Speech at Education Conference, 22 April 1978,” in Hinton, 2745. xxix The May 7 schools were created in 1968 to follow Mao Zedong’s May 7 Directives, initiated on May 7, 1966. “In this directive, Mao suggested setting up farms, later called cadre schools, where cadres and intellectuals, xxii Stanly Rosen, “Recentralization, Decentralization, sent down from the cities, would perform manual labor and Rationalization: Deng Xiaoping’s Bifurcated and undergo ideological reeducation.” These form of Educational Policy,” Modern China, 11.3 (1985): 302. schools represented the motto for education during the