Do not get 100 percent!

In a recent article, China View discussed how extreme study pressure is destroying creativity in China.

Having graduated from a humble, middle-road high school in Chengdu, Mr. Zhu Shiqing, former Principal of the University of Science and Technology of China (USTC), was bemused when local media made the assumption that someone of his calibre must have attended one of the city’s top schools. Zhu was never ashamed of this fact (as many in this country can be, due to societal pressures) and suggests top talent across China is being undermined by the relentless pursuit of high grades.

Famous mathematician Chen Shen developed a motto for USTC’s ’Special Class for the Gifted Young‘, whose students are at a university level of study, but younger than standard university entrants: “Do not get 100 (percent)”. In a separate interview, Zhu says this motto was written by Shen many years ago, but did not wish it to be discussed publicly until recent years as he was concerned that the public would neither accept nor agree with this approach to learning. Typically, achieving full marks is the ultimate goal of learning for Chinese students and their parents, whose expectations directly correlate to years of investment and sacrifice for the academic success of their children. Zhu suggests that Shen’s motto is intended to encourage these gifted students to strive not only for impressive academic scores, but to also develop other parts of their character including creative skills. The extra 10 or 20 marks were not worth sacrificing creativity and other character-rounding attributes, commented Zhu.

It is not only intense study pressure that hurts creativity, but a system of learning that is built largely upon one-way lecturing and rote learning. In a recent speech about the country’s forthcoming 12-year plan for education, Chinese Premier Wen Jiabao indicated that there must be a drastic change to this system if China is to capitalise on its rampant growth since the late 1970s. Addressing the issue directly, Wen said future education reform must prompt teachers to not only instill, but inspire, students to greatness.

These shifts in public discourse are encouraging for students, however, two critical factors also need to be addressed: 1) Parental expectations and societal pressures, and 2) Re-training teachers whose methods are set. The first factor may need to be addressed through direct policy incentives for parents, or a radical change in the system to institutionally reduce pressure on students, which may be included in the forthcoming 12-year plan. The second factor could also be addressed by performance incentives, but more likely, these teachers will require re-training.

We believe this presents an opportunity for foreign organisations with expertise in behavioural science, and will track this issue as the 2020 education plan becomes clearer and as other policy changes are announced.