How is creativity stifled in East Asian students? According to the "Comparative Research Report on the Rights and interests of high school students in China, Japan, South Korea and the United States" released in 2009, 78.3% of ordinary high school students in China study more than 8 hours a day at school in peacetime (excluding weekends and holidays), while 57.2% of South Korea, and almost no such situation in Japan and the United States. Chinese students study the longest daily. The amount of content students learn doesn't vary much from country to country, so what does it mean if they study for too long? It means too much revision time. This is the biggest means to stifle students' imagination and creativity.​ But one big difference between Confucius' time and today's society is the content of learning. The main learning content of Confucius era is "ritual", which can only be achieved by repeated practice. However, human social life has evolved into modern times, and the main content of learning has changed from "ritual" to cognition. Cognition is expansion and change, the essence of which is to create or learn something new. If the education is too intensive review, it will not produce innovative talents. And, as Paul Glaxo says, "What you learn in even the best high schools is nothing compared to what you learn in college." In the liberal arts, for example, how does the knowledge from a few high school history textbooks, which have to be read over and over again, compare to any number of college history books that are required? As for mathematics, even in middle school, they had mastered mathematics well, and had not yet learned calculus, which had appeared in the seventeenth century. Moreover, with the explosion of knowledge, all the mathematical knowledge in 1900 could be crammed into 1,000 books, and by 2000 it would have required 100,000 volumes (Devlin, "Mathematical Chat"). It can be seen that spending the most energetic years of one's life repeatedly learning such limited knowledge is how inefficient learning method ah. There's a popular 10,000-hour theory these days that seems to be a theoretical justification for repeated practice. However, this argument is mostly applied to activities of lower [cognitive complexity], such as chess, piano, basketball, taxi driving, spelling. However, it is difficult to find sufficient evidence for activities with higher [cognitive complexity], such as creation and management. In fact, this point can be used to explain why the training of piano and violin skills has declined in the West, but has flourished in East Asian countries. This kind of skill, which has been a great success since the 19th century, is characterized by a relatively fixed difficulty training ladder, the total amount of knowledge has been limited, and only need to practice more, and the progress of learning can be measured by the difficulty of the song or the grade. This fits well with the preferred learning methods in East Asia. Therefore, most of these parents of piano children in East Asian countries have neither music hobbies nor classical music background knowledge, but let their children spend a lot of time practicing, and their internal starting point is just like the fool who only looks for the key under the street lamp because the street lamp is brighter in the famous joke. We all want to meet at the top. Exam-oriented education, fighting for 20 years in the midst of thousands of troops. Although is the elite, but lost to professional specialization, bad luck will become a laughingstock!