The aforementioned post fails to address a particularly intriguing paradox: a nation whose students consistently achieve top rankings in PISA assessments yet demonstrate a comparatively modest track record in securing Nobel Prizes—an issue that has long been a subject of fascination and debate in China. This paradox, which has drawn significant academic and public attention, was explored in depth by Cong Cao in a compelling and thought-provoking paper published in the Minerva journal. https://link.springer.com/content/pdf/10.1007/s11024-014-9249-y.pdf
A retired researcher from the University of Melbourne put forth the argument that the Chinese education system is largely responsible for this phenomenon. According to their perspective, the system’s deep-rooted tendency to regard students' inquiries as a disruptive or undesirable trait ultimately hinders the development of curiosity, critical thinking, and intellectual independence—qualities that are essential for groundbreaking scientific discoveries and, by extension, Nobel Prize-worthy achievements.
"on the Chinese educational system, a question asked
by a student at Chinese schools might mean one of the following two things: (1)
the student is silly and did not understand what the teacher already explained
(and what everybody else understood), or (2) the student is too ambitious and
wants to show a teacher in a bad light–that the teacher cannot answer a new
question" http://www.josephjordania.com/files/A-HUMAN-STORY-COMPLETE-2020-7-7.pdf
