Could Deng Xiaoping answer exam questions on Deng Xiaoping theory?
China’s growth in the last 30 years has been impressive. But perhaps the last 30 years have been the easy part. Anyone can build factories to copy goods designed elsewhere in the world. The difficult part starts when an economy has caught up to the global technology frontier, and has to start thinking for itself.
That is when the education system starts to be really important. A bad education system is not going to produce good innovators. I don’t think there is any question that the Chinese education system is good at instilling basic skills, and there has also been a massive increase in those attending university.
But what is less clear is whether the Chinese education system teaches the kind of critical thinking and problem solving skills that underpin an innovative economy.
The author of this recent article, which I have translated from the China Youth Daily, thinks not:
‘There was a story recently about a child taking an exam who said that ‘flat’ was the opposite of ’round’, only to be marked wrong because the standard answer was ’square’. Leading scholars have remarked that they would not score well in today’s examination system because the important thing is not to know the right answer, but to know the standard answer.
I’d even venture to suggest that if Deng Xiaoping himself took an exam in today’s education system on Deng Xiaoping theory, he’d be hard pressed to get full marks. Let’s have a look at the reality
A self study guide to exams on Deng Xiaoping theory has the following sample question: use the theory of ‘one country two systems’ to reflect on Hong Kong’s reunification with the motherland.’
It seems like many people could have different responses to that question. One person might respond that the return of Hong Kong to the motherland was a sign of increasing national strength. Another might say that the ‘one country two systems’ approach had allowed Hong Kong to continue to flourish after reunification. A third might add that the ‘one country two systems’ approach could also be used in respect of Taiwan.
From the point of view of common sense, we couldn’t say that any of these answers were wrong.
But according to the the standard answer, there is only one correct response, and none of the reflections on Hong Kong’s flourishing, applications to Taiwan, or anything else that did not fit would have scored full points.
If Comrade Deng was still alive and someone asked him that question, how would he respond? Comrade Deng was a man of lively mind, he would have modulated his response according to the situation, according to with whom he was speaking, or just to have a different turn of phrase. In a test on his own theory, Comrade Deng would be hard pressed to score full marks.
These days, lots of people ask why China has not produced any great thinkers. Do the great problems of today have standard answers? So will an education system based on repeating standard answers produce great thinkers?’
You can see the original article in Chinese here.