KCI등재
청말(淸末)의 산학(算學) 학습(學習)과 과거(科擧)에서의 산학(算學) 시험(試驗) = Education and State Examination for Mathematics in the late Ch'ing.
저자
발행기관
학술지명
권호사항
발행연도
2018
작성언어
Korean
주제어
등재정보
KCI등재
자료형태
학술저널
발행기관 URL
수록면
175-210(36쪽)
DOI식별코드
제공처
소장기관
Though pioneering intellectuals like Feng Kuaifen(馮桂芬), a staff of Lee Hungchang(李鴻章), claimed for the education of arithmetic in the beginning of 1860, regarding it as the essence of the West Learning, it was still generally recognized as "trivial learning" or the non-orthodox learning of the western barbarians, just as prescribed in the Rite Department. Mathematics was educated together with foreign languages in Tongwen Guan(同文館, School of Common Languages) built in the process of Self-strengthening Movement after the Opium war and Taiping Rebellion, which was exceptional.
The motion of Zongli Yamen(總理衙門) to newly install Astronomical & Arithmetic Institute in Jingshih Tongwen Guan instigated huge debate in the late 1866. The debate not only threw cold water on the project to expand Tongwen Guan to a comprehensive educational institute, but delayed the western scientific education focused on mathematics. On the contrary it also had an effect of spreading the recognition that mathematics was not just West Learning. The debate was gradually transferred to the controversy on orthodoxy and non-orthodoxy within Chinese learning. The conclusion was that mathematics was not orthodox learning.
Accordingly it is not completely proper to understand the debate just as a conflict between Chinese culture and Western culture, or confrontation between West Learning and Chinese Learning, or stubborn conservatives' anti-western view and expression. The education of mathematics encountered a big trouble, one of the most important reason of which was the Chinese tradition of viewing astronomy and mathematics as non-orthodoxy. The success in the education of mathematics depended on whether it could be accepted in the state examination. The first suggestion to include the mathematics in the state examination was already presented against the periodical background of the Chinese defeat in the Opium War in 1843(the 23rd year of Daoguang). The meaningful proposal for it was made by Shen Baozhen(沈葆禎) in charge of Navy Shipyard in 1870, and afterward Lee Hungchang proposed a motion to open a bureau of Western Learning(洋學局) and a department of Self-strengthening(洋務科), which arose a furious argument.
Lee Hungchang's proposal was presented as an opinion for Coastal Defense in the debate between Coastal Defense(海防) and Land Defense (陸防), caused by the so-called Taiwan accident. A fisherman of Ryukyu who was drifted to Taiwan was killed by natives of Taiwan in 1871, in the pretext of which Japan dispatched military force to Taiwan in 1874. The debate between Coastal Defense and Land Defense was caused by this accident. Though the debate was fundamentally strategic, it was developed to a furious conflicts between two opposite sides. Lee Hungchang's proposal was not implemented on account of his sides' defeat any way.
The mathematics examination finally came true with Chen Xiuying(陳琇瑩)'s proposal was approved in April 1887, even though Pan Yantong(潘衍桐)'s proposal had been refused again by high officials in July 1884. The approval is believed to be made under the dowager empress Xi(西太后)'s strong will. The examination of mathematics as a formal state examination was not only a symbolic event the government officially acknowledged the value of mathematics, but was a notice foretelling the abolition of state examination system.
Though the education of mathematics, West Learning and technology was open, it held fatal restrictions. The quota of the passers in the examination was so restricted that only one person was allowed to pass the examination in every 20 candidates in the provincial examination. As a result the total number of candidates who passed the provincial examination was just three. Besides, the examination of the mathematics was just implemented one time selecting one passer and abolished in 1888. The destiny of mathematics education in the late Ch'ing betrays the change of the Chinese learning, periodical situation of history and etc. The state examination of mathematics was after all invalidated not only because of the defects in institution but also because of the unchanged recognition regarding mathematics as a non-orthodox learning.
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