Three cultural and educational policies are cultural and educational policy suggestions put forward by Dong Zhongshu in the Western Han Dynasty to Emperor Wu of the Han Dynasty, including: 1. 2. Carry forward imperial academy and promote the style of education and beauty; 3. Re-election and talent selection.
Dong Zhongshu's three suggestions adapted to the needs of political, economic, cultural and educational development at that time, and were adopted by Emperor Wu of the Han Dynasty, which promoted the unification of ideas and the development of culture and education in the Han Dynasty, ended the phenomenon of a hundred schools of thought contending since the Spring and Autumn Period and the Warring States Period, and had a far-reaching impact on the ideological and cultural education of the whole feudal society in China.
The Han dynasty respected Confucianism alone! Due to the cultural and educational policies, Confucian education has officially become an important part of national education, which is a milestone in the implementation of Confucian education, thus creating a precedent for respecting Confucianism in feudal education in China, and has played a role in standardizing and shaping the implementation of cultural and educational policies in feudal dynasties after the Han Dynasty.
The revival of Confucianism in Sui and Tang Dynasties, Neo-Confucianism in Song and Ming Dynasties, and respect for Confucius and Confucianism in Qing Dynasty were all based on social and political ethics, and did not surpass the Confucian thinking concept, which was a further development of Confucianism. In this process, Confucianism standardized the cultural psychology of the Chinese nation, which made China's thinking tradition about dimensions and various sciences satisfy and stay at the rational level of empiricism for a long time, and formed a blind and closed sense of superiority, which was self-centered and arrogant, which bound people's ideological development.
The cultural and educational policies of the enlightened rulers interfered with the social function of education and promoted the development of society, culture and economy. Therefore, the official school prospered and the culture and education developed. When the rulers are autocratic, the policy of culture and education becomes rigid, which hinders the development of culture and education. For example, the burning of books in the Qin dynasty, the literary inquisition in the Ming and Qing dynasties, and the cumbersome and harsh academic rules made intellectuals lose their integrity and become pedantic nerds who don't ask politics. Cultural autocracy fetters people's thinking, Confucian classics are designated as the teaching content of textbooks, and the corrupt imperial examination system limits the development of people's creative thinking.