On traditional Chinese and Japanese knowledge transfer as the last representative of the archaic teaching

Abstract

The study presents the basic characteristics of the archaic knowledge transfer concept of traditional East Asian meritocratic societies from an educational philosophy and hermeneutical perspective, which preserve the motifs of the basic educational stance that can be said to be universal throughout the world in earlier periods of history. Its educational philosophy is closely connected to and can be derived from the “religions” of the region and the resulting image of man. That is, from what they thought about man, the meaning of life, and the cycle of existence. They had a precise idea of what they wanted to transform the beginners entering the system through education and teaching. To this end, they developed a method of knowledge transfer that was strictly adhered to. The system was built on the master-disciple duality, a rigid hierarchy that could not be broken. Nevertheless, this hierarchy was built on love, respect for the master and the “curricular material,” and responsibility. If any damage or serious ethical misconduct occurred, the transfer of knowledge was temporarily or permanently interrupted. The research technique involves the comparative processing of philological, religious philosophy, and educational philosophy as well as empirical information. The effectiveness of the research can be discerned merely on a theoretical level, since in the globalized world of postmodern late capitalism, these archaic educational structures can be applied only in a few specific areas and even there not fully. . The effectiveness of the research can be summed up in the hope that there will be people who oppose the bureaucratic educational practice dictated by the dazzling world that fundamentally defines our age, which focuses solely on obtaining document(s) proving the existence of a qualification.