China's First International Students and the Reasons for Sending them Abroad

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China's First International Students
Ancient China was significant since it is the primary source of today's Chinese students' skills. When one talks about Ancient China, the primary aspect that links in mind is the Qing dynasty. It was the last dynasty in China established in 1636 (Ye). It ruled the country between1644 and 1912 and is heavily remembered for introducing education. After the Qing dynasty, the Ming dynasty embraced significant activities which were initially established regarding education. One of the most renowned aspects of the dynasty was its multiethnic nature, which created an effective interaction between citizens. The empire lasted for approximately three centuries, with education being the key element that took the course. It was also an important dynasty since the emperor advocated for both the personal and professional growth of the citizens. It is also one of the most prominent Chinese dynasties since it was wide and had an extended power distribution with effective power distribution and leadership. Therefore, the critical decision of the dynasty, which is still noted to data, is the action to send students to study abroad. The action was spearheaded by the emperor of Qing, who had a political, academic, and economic agenda. The action by the emperor of Qing to send students abroad changed China's relationship with the world by establishing academic, political, and economic grounds for the country.
Research Question
Why did the emperor of Qing send students overseas to study abroad and its influence on China's relationship with the world? The tentative argument of the project is based on the reasons why the emperor of Qing sent students to study abroad. It is a controversial argument since different historical experts view the emperor's actions positively while others view them negatively.
Tongzhi Emperor and First Branch of Chinese students
Tongzhi emperor sent the first branch of Chinese students to study abroad and had different reasons for the actions. The first group traveled from Shanghai to the United States in 1872. Additionally, the first wave occurred between 1872 and 1911 and was characterized by different technological growth (Li). It was stimulated by the Chinese educational mission, which ensured significant growth. When the Chinese arrived in the United States, there was a substantial transformation in the educational sector with many technological advancement processes and industrial growth. Therefore, it was the right time to witness firsthand transformation and growth. The time was also accompanied by different values of development and educational adjustment. The United States significantly adjusted with different ideologies to ensure substantial growth and transformation. Regardless of the halt of education admission in 1881, the students were heavily impacted due to skills and ideologies gained (Li). They were able to satisfactorily focus on different ideologies, which would make them advance technological growth and transformation. Therefore, it is necessary to argue that the emperor's decision to send the Chinese students was not in vain but specifically directed to meet different objectives that could help them gain knowledge in different areas.
Reasons for Sending the Students to Study Abroad
The primary reason why the emperor sent the Chinese students to study abroad was to allow them to acquire Western culture-based knowledge. The emperor believed in an interactive education system that would allow the students to interact adequately with other students internationally. Based on the primary data, Wing Yung adequately expressed how he gained adequate western knowledge, which successfully created a positive interaction network with other students globally (Yung). Wing Yung claimed that education in America also allowed them to learn different innovational technologies focused on his society's rapid development and growth. He would use the knowledge gained from the education to positively enhance his approach towards transformative skill development. Lastly, Wing Yung claimed that he applied the western-based acquired knowledge to transform his community into a more advanced and appealing community.
Secondly, it is fundamental to argue that one of the fundamental reasons for sending the Chinese to study abroad was to create an international network. The emperor opted to extend his connections and allow the students to learn effective social skills. For instance, the emperor was keen on creating a community where transformational and technological advancement could be based on existing ideologies and growth. The emperor believed that creating international connections would place China in the limelight of growth and create a substantial env...