1, school education is controlled by the ruling class, education has a distinct class nature, and schools have become a place for the ruling class to train ruling talents.

2. Education was divorced from social life, school education was divorced from productive labor, and ancient school education was closed education.

3. The educational content of the school is mainly the classical humanities and the ruling class's skill of governing people, and it despises productive labor.

4. The teaching organization of the school is individual teaching, and the education process is a process of indoctrination and passive acceptance. Teaching methods are rigid, and students master knowledge by rote.

Extended data

There were three educational thoughts in ancient China, namely:

1. Confucianism represented by Confucius: Confucius was the greatest educator and educational thinker in ancient China. Confucian culture represented by him had a far-reaching influence on the development of cultural education in China, and his educational thoughts were embodied in The Analects of Confucius.

Starting with the discussion of human nature, Confucius thought that there was little difference in innate nature and personality differences were mainly formed after birth, so he attached importance to acquired education and advocated "teaching without distinction".

2. Mohist thought represented by Mo Zhai: Mo Zhai takes "universal love" and "non-aggression" as his teaching, and pays attention to the mastery of literature and history knowledge and the cultivation of logical thinking ability, as well as the application of technology. As for the understanding of acquiring knowledge, Mohism believes that there are three main ways: knowing, listening and speaking. The first two are not comprehensive and reliable, so we must attach importance to knowledge and rely on reasoning to pursue rational knowledge.

3. Taoist thought: Taoism advocates returning to nature and "returning" to human nature. Leaving everything as it is is the best education.