Wang Tao's idea about education reform in modern china Li Shengyuan Student ID No. 11307080061 Introduction: Wang Tao, an ideologist in late Qing dynasty Wang Tao, the well-known Chinese ideologist, journalist, and educator in late Qing dynasty, was born in 1828. He was cultivated Confucianism from a young age, but unfortunately never got an admirable result in the civil examination. In 1849, he began to work in London Mission Society Press in Shanghai, busy with translating job. After failing to ealize his ambition under the manchu rule he turned to the heavenly kingdom to present his statecraft, thus he became wanted by the Qing government and went to refuge in Hong Kong Later, he visited some European countries, where he witnessed the western civilization and developed a series of new thoughts In 1870s, he went back to Hong Kong and run his own ewspaper, giving"reform"voice which had huge impact on later Reform Movement Wang Tao raised his point of view on Chinese politics, economy, diplomacy, military affairs. Among those thoughts, his idea on educational reform was based on his practice. His ideology was formed gradually by his unique personal experiences and was influenced by the transforming situation in late Qing 2. Specific thoughts about education reform a) Concept ofTalents From Qin dynasty, Chinese emperor always put an emphasis on the election of talents which can be indicated from a mature system for selecting officials after Tang. However, this system restrained"talents to people who understand Confucianism On the one hand, Traditional Chinese talents were thought to be generalists rather than specialists. Confucius' sayings in Analects, " A gentleman should not only be a tool"(Jun Zi Bu gi), were believed by generations of literati Wang Tao challenged this concept when he criticized the traditional talents who care nothing but Confucian classics. He said, There are1 Wang Tao’s idea about education reform in modern China Li Shengyuan Student ID No.11307080061 1. Introduction: Wang Tao, an ideologist in late Qing dynasty Wang Tao, the well-known Chinese ideologist, journalist, and educator in late Qing dynasty, was born in 1828. He was cultivated Confucianism from a young age, but unfortunately never got an admirable result in the civil examination. In 1849, he began to work in London Mission Society Press in Shanghai, busy with translating job. After failing to realize his ambition under the Manchu rule, he turned to the Heavenly Kingdom to present his statecraft, thus he became wanted by the Qing government and went to refuge in Hong Kong. Later, he visited some European countries, where he witnessed the western civilization and developed a series of new thoughts. In 1870s, he went back to Hong Kong and run his own newspaper, giving “reform” voice which had huge impact on later Reform Movement. Wang Tao raised his point of view on Chinese politics，economy, diplomacy, military affairs. Among those thoughts, his idea on educational reform was based on his practice. His ideology was formed gradually by his unique personal experiences and was influenced by the transforming situation in late Qing. 2. Specific thoughts about education reform a) Concept of “Talents” From Qin dynasty, Chinese emperor always put an emphasis on the election of talents, which can be indicated from a mature system for selecting officials after Tang. However, this system restrained “talents” to people who understand Confucianism. On the one hand, Traditional Chinese talents were thought to be generalists rather than specialists. Confucius’ sayings in Analects, “A gentleman should not only be a tool” (Jun Zi Bu Qi), were believed by generations of literati .Wang Tao challenged this concept when he criticized the traditional talents who care nothing but Confucian classics. He said, “There are