Shuji Nakamura, who won the Nobel Prize in Physics in 20 14 for developing blue LED, held a press conference at the Foreign Correspondents Association in Japan in 20 15 10 to criticize Japan's patent system and the whole East Asian education system. He criticized the Japanese education system, saying that the college entrance examination system was terrible, as was China and South Korea. The educational goal of all senior high school students was to be admitted to famous universities. He thinks that the education system in Asia is a waste of time, and young people should learn different things.
Shuji Nakamura is an atypical Japanese scientist;
1, from an ordinary fisherman's family, with average test ability, went to Tokushima University, a third-rate university in Japan;
2, his hands-on ability is very strong: adjust the instrument in the morning and do experiments in the afternoon;
3. Strong self-study ability: Nakamura has a deep understanding of physics, but he is completely self-taught. He doesn't even have a physics department at Tokushima University.
Such people are oppressed in Japan, and his criticism of the Japanese education system is also justified.
First, East Asian education: low efficiency, everyone suffers.
The education system in East Asia is quite special, which is often appreciated by outsiders and criticized by insiders. Japan's education system is relatively loose among the three countries, not to mention some countries, and teachers, students and parents suffer greatly.
Why does East Asia have such an education system? I think it's because of the Prussian gene in the modern education system of East Asian countries, plus the Confucian and imperial examination traditions in East Asia. For some countries, it can be said that the practical and rapid guidance and ideological indoctrination functions of Soviet-style education have been increased.
Second, East Asian education has a "Prussian gene" that follows the rules.
Before19th century, education was actually an apprenticeship system similar to handicraft industry, whether it was a private school in the East or a tutor in the West. However, with the increase of subjects and the demand for the working population with basic education, the so-called K- 12 (that is, our ordinary primary and secondary schools in Asia) education system has emerged.
The standard education model in modern countries is some basic elements that we take for granted:
Walk into the teaching building at seven or eight in the morning;
Sit and listen for 40-60 minutes. In class, the teacher is responsible for speaking and the students are responsible for listening.
Lunch and physical education class time are interspersed between courses;
After school, students go home to do their homework.
Under the bondage of standardized curriculum, the vast and beautiful field of human thinking has been artificially cut into pieces that are easy to manage and called "disciplines". Similarly, the original concepts of mobility, integration and mastery are all divided into "curriculum units".
Today's society needs creative, curious and self-directed lifelong learners, who need the ability to put forward novel ideas and put them into practice. Unfortunately, the goal of Prussian education runs counter to this social demand. Today's education completely ignores the extraordinary diversity and subtle differences between people, which make people different in intelligence, imagination and talent.
Third, in addition to the Prussian gene, East Asian education is also deeply influenced by Confucian tradition and imperial examination system.
/kloc-At the end of 0/9, when the three East Asian countries began to introduce this modern education system in order to catch up with western powers, due to their Confucian tradition and imperial examination system, they inevitably distorted and attached importance to this system subconsciously.
1, confusion about the college entrance examination and the imperial examination system
East Asian countries always confuse the college entrance examination with their long tradition of imperial examination. There was little demand for creativity in ancient society, so the imperial examination was a good system, which completed the selection of social managers with minimal conflict and established a Zhi Dai-style criterion.
2. East Asian countries pay too much attention to review.
Speaking of the importance of review, people often quote "learning while learning", and this "learning" is review. But there is a huge difference between the Confucius era and today's society, that is, the content of learning. The main content of learning in Confucius era is "ceremony", and actors can only achieve the effect by repeated drills.
However, human social life has evolved to modern times, and the main content of learning has changed from "courtesy" to cognition. Cognition is expanding and changing, and its essence is to create or learn new things. If education excessively strengthens review, innovative talents will not be produced.
3. The influence of egalitarianism and scarcity mentality.
Many excuses for the entrance examination are not satisfactory, but they are the fairest. This is the influence of the Confucian tradition of "not suffering from widowhood but suffering from inequality". There is nothing wrong with fairness, but it would be sad if different types of talent development channels were suppressed across the board for fairness. With such a large population base in East Asian countries, the opportunity cost of this talent waste is incalculable.