Why didn t ancient Japan learn from the discipline of scholars?

1. Japan has a strict hierarchy and belongs to a feudal country in the true sense of the word. The hierarchy of samurai and limin was so strict that there was no possibility of crossing, and even many official positions could only be held by people with fixed noble surnames. For example, Nagao Keihu changed his surname to Uesugi and became the head of Kanto, and Hashiba Hideyoshi changed his surname to Fujiwara to take up Sekihaku.

2. Japan is a samurai society, and the status of Chinese officials in society is far inferior to that of samurai, so many official positions are filled by samurai, and there is no need for imperial examinations. Most of the civil service positions are hereditary by one or more families.

3. Japan highly respects China's Confucian culture and history, and the great names of the Warring States period have always regarded Chinese culture as their own culture, and when it comes to history, it is also the history of ancient China.

The imperial examination was conceived by the emperor in order to eliminate the influence of the nobility.

The emperor of Japan doesn't even have real power, how can he eliminate the influence of the aristocracy?!

There is no market for the imperial examination system in Japan, and the Heian period in Japan used the feudal system of the Zhou Dynasty, and the official positions of the public were basically hereditary, and after the Genpei War, the power of Japan was gradually controlled by the shogun, and the famous lords of each family controlled the power of Japan, and you can think of this period as our Three Kingdoms era, in order to expand the territory or unify Japan, and constantly fighting, under such conditions, how could there be a centralized and unified imperial examination system, and the imperial examination system was because the rulers at that time prevented the expansion of the power of the gate lords and came up with a solution But what about Japan, it's just the gate valve that is in power.

Although the ancient imperial examination system was a way to select talents, before the imperial examination, students had to go through systematic study before they could participate in the imperial examination. Therefore, in ancient times, for poor families, if there were students in the family, they would go to the school in the township or in the county. If you have the money, you can also go to a school run by a talented person.

However, for some official families or nobles, there will generally be clan studies in their own homes, and the teachers invited in the clan studies are very famous, so in ancient times, they were generally not called schools, but called clan studies or schools. For ancient people, the imperial examination was particularly important, and it may be the only chance for them to turn over, so many candidates, after ten years of hard study, are just for this year's imperial examination.

Therefore, for students in ancient times, the imperial examination was an examination related to their own destiny, which was very important. The school is a place where these students receive education, which is naturally very important. In ancient times, it was good for rich families, but if it was a poor family, they often had to cut down on food and clothing for the students' tuition fees and pen, ink, paper and inkstone, until the students obtained fame.

Therefore, in ancient times, the families who were able to go to the school to study showed that the family conditions were still good. And the school is even the place of yearning for many poor families, how can it not be important!

In ancient times, the imperial examination was generally taken every three years, and candidates had to go through the township examination and the county examination before they could have the opportunity to enter Beijing to participate in the imperial examination. Because of the differences in ancient economies and knowledge, many candidates from poor families could not access more knowledge and could not read more books, so it was often difficult for them to pass the imperial examination.

Generally, only those literati who are gifted or who have studied hard since childhood and read poetry and books will have the opportunity to participate in the imperial examination, and for people with average talent, it is difficult to have the opportunity to participate in the imperial examination.

In ancient times, under the imperial examination system, in fact, school was still very important, but at that time, not everyone in the school could afford to read, but it was also very important to be able to go to school.

Schools were still very important in ancient times, and even if they were selected for the imperial examination, children still had to go to private schools from a young age. Receive an education from Mr. to lay the foundation for future studies.

No, because what you learn in school is what you need to prepare for the imperial examination.

Before the Sui Dynasty, the system of selecting officials in ancient China was different from generation to generation, but the system of recommending and appointing officials has always occupied an important position. The Wei, Jin, Southern and Northern Lahe Dynasties pursued the "Nine Grades of Zhongzheng System", and the family controlled the township selection and monopolized the official career. When evaluating scholars and selecting officials, the distinction between scholars and scholars and the level of the family is emphasized, forming a situation where "there is no poor family in the upper grade, and there is no family in the lower grade".

In addition, there are overlapping institutions, people are superficial, and there are "many officials and few people, ten sheep and nine herds", and "clean cadres and good talents, not one hundredth", so that the shortcomings of the recommendation system are fully exposed. After the founding of the Sui Dynasty, the Sui Dynasty carried out reforms, abolished the nine-product Zhongzheng system, and created the imperial examination.

The imperial examination in the Sui Dynasty was in its infancy, and it was a combination of local recommendation and first-class examination. In the seventh year of Kaihuang (587), each state recommended 3 tributes to enter the Beijing examination every year, and those with excellent results were called Xiucai. In the eighteenth year (598), there were only two subjects of Zhixing Xiujin and Qingping Ganji, and candidates were recommended by the Beijing officials above the fifth grade and the local governor and the assassin history.

After Emperor Yang of the Sui Dynasty ascended the throne, it was expanded to include ten subjects in terms of literary talent, martial arts, morality, and governance ability, which were recommended by civil and military officials of the fifth grade or above, and it was stipulated that if there was an art that was desirable, it should be recorded, and promoted with talent. At the same time, the Jinshi Department is set up, and the examination is conducted with poetry and trial strategies. This is an important symbol of the establishment of the imperial examination system.

Since the imperial examinations were conducted openly, the prescribed structure of knowledge sales was recognized as the main criterion for admission, which allowed for equal and open competition to a certain extent, and although the system was incomplete at the time, it had already shown a certain superiority in the selection of talents. The emergence of the imperial examination system adapted to the needs of feudal social and political development, and the power to select officials was collected from the hands of the family to the imperial court, which was conducive to the consolidation of the centralized system, and was used by later dynasties. <>

The reason why the imperial examination system could not take root in Japan was that the imperial examination system was not suitable for Japan's national conditions, and it was not recognized by the Japanese.

The imperial examination system is written with a pen, and the men who are promoted to Tongben in Japan like to play with a big knife, and the cultural background is different, and they don't like to write articles with a pen, so the imperial examination system is ridiculous, and it can't take root in Japan, and it can't develop Dantan.

I think the most important reason was that the system was not suitable for the Japanese situation at the time, and the local people did not recognize it very much.

The main reason is that this imperial examination system is not the same as that of Japan, and their country itself is relatively small and there are not enough talents available.

During the Heian period, Japan still practiced the tribute system, and paid special attention to the two subjects of Xiucai and Jinshi, especially the subject of Xiucai, which was admired by Japanese scholars. However, at this time, the Japanese aristocracy gradually moved towards the prosperity of the grandson. The imperial examination system, which emphasizes equality and quantity, and repents of the state, is incompatible with the hereditary requirements of the aristocratic forces.

This is because the imperial examination was originally an examination system developed for the social system of China, and it was also for the purpose of selecting some outstanding talents, but in Japan, it does not conform to the local customs and customs, and it is also not in line with the local national conditions and social development. Si Lao.

Because Japan was ruled by families at that time, and did not have a well-developed management system like in China, the imperial examination system was not applicable to Japan.

Because Japan's cultural customs have collapsed for thousands of years, they do not accept it, and no group leader has formed such a model, and they do not support this system at all, so it is difficult to develop it.

The local people could not accept this examination system, which led to the reluctance of many people to participate in it, so it did not develop in the local area.

Japan did not follow China's scientific and technological systemThere are three main reasons for this- The political environment does not allow it, the economic environment does not allow it, and the cultural environment does not allow it!

The political environment does not allow:

Japan's selection of ** or talents, mainly through bottom-up public opinion campaigns, for Western capitalism, that is, the democratic ideology of the United States, and in our country, the selection and appointment of talents in ancient times were mainly selected from top to bottom by the best people. It is in this state that it gradually moves towards the edge of the law. The most important thing is to get rid of the drawbacks of the supervision system and apply it to all counties and cities at the same time.

It has become a universal electoral system. In 605, Emperor Yang of the Sui Dynasty officially set up the Jinshi Department, which was a further improvement of the imperial examination system! But Japan is differentUnder Japan's strict political restrictions, the imperial examination system cannot be implemented!

The economic environment does not allow:

The inability to learn mainly refers to the fact that Japan did not have any economic strength and economic ability to emulate science and technology before the Meiji Restoration, and only because of the imitation of science and technology, when the country's economy is strong, can it be given more treatment and protection to talents and elected officials because of its strong economy. From an economic point of viewJapan also does not have the ability to implement the imperial examination system, let alone develop and expand the imperial examination system ......

The cultural environment does not allow:

The cultural environment before the Meiji Restoration was very chaotic, mainly reflected in the local opera houses in Japan, which were still panicked by the influence of terrorist rebels. The direct result of social panic was that the cultural environment was getting worse and worse, so you couldn't see a theater in Japan at that time, or you could see very bright lights on the streets at night! In this era when society and culture are extremely sinister, there is no cultural soil for the imperial examination system to be practiced at all!

The imperial examination system was designed to safeguard the interests of the ruling class, but it promoted education for all in disguise. Promotes increased productivity. The imperial examination system was a product of feudal society, and it is clear that education is more important in Japan today than in any previous era.

China's education system still has many shortcomings, not only in software but also in hardware.

China needs to strengthen education reform as soon as possible and promote education for all, otherwise education will affect the development of productive forces.

It shows that small Japan knows innovation and reform, while the Qing Dynasty at that time only knew how to follow the old system and keep to themselves, causing the country to be backward and beaten, and the people to be in dire straits.

Because Japan's political, managerial environment, and cultural environment did not provide a good soil for the imperial examination system, it was abolished.

I think it's mainly for innovation, just like China finally abolished it, just for innovation.

Since the birth of this system, two problems have not been solved, or they have not been solved at all.

Unlike China, Japan is a small island country, and its political conditions do not allow it, but also its economic and cultural environment.

Japan's environment was not suitable for the development of the imperial examination system, and its economic environment did not allow the development of the imperial examination system.

In our country, the selection and appointment of talents in ancient times were mainly recommended and selected from top to bottom.