Compares and contrasts education in the Northern and Southern colonies of America during the seventeenth century. Also includes a review of the effects religion has had on the American educational system.
Abstract After providing a brief introduction on the educational scenario in America during the seventeenth century, the paper provides an overview of the two main schools of thought that were responsible for spreading education in the Northern and Southern colonies of America. Following the overview, educational developments in the Northern colonies are compared with those of the Southern colonies, the events detailed in order of their historical occasion. A analysis of traditional and modern education in context of religion and the American society follows, contrasting educational achievements and shortcomings of the Northern and Southern colonies of America during the seventeenth century.
Education in Northern Colonies
Education in Southern Colonies
Seventeenth Century Education in relation to Religion (North & South
Colonies)
Conclusion
From the Paper "The seventeenth century has been known as an age of faith that brought literacy and reason to the New World. For the colonists who came to settle their families, it was a new era of education for the grooming of their generations. The educational revolution, coupled with religious rebel of the sixteenth century was severe and shaking as its impact was felt both on the continent as well as in America. It were the educated Americans of the seventeenth century that thought and realized to use education and religion in coordination for widespread awareness among the people and quick acceptance of the reformation. Though most Americans substituted religion with humanitarianism, education was acknowledged unanimously for being indispensable to the newly emerging dominion (1)."
Abstract This paper queries the sustainability of the educational methods of Cuba, South Africa and Sudan in terms of creating egalitarian and socially equal societies that empower the masses. Furthermore,the paper continues with Anders Breidlid's ideas about Cuba saying that "The social capital injected into communities over generations has paved the way for the possession of cultural capital, not only for a small elite, but for the majority of the population." The paper further discusses this in conjunction with Carnoy's concept of "state-generated social capital" in Cuba and compares them to South Africa's ideological educational system as seen by the declarations of its curriculum and Sudan's education system being Islamic. Pertinent questions are raised and discussed by the paper. The paper further asks whether the Cuban model is replicable without an authoritarian, coercive environment to ensure its success.
Outline:
Introduction
A Mechanistic Vs. an Ecological Approach to Sustainable Education Cuba's Educational Discourse and Equality
The Educational Discourse of South Africa's C2005
State-generated Social Capital in Levelling the Field
Language in Education in South Africa
Sudan's Islamic Educational Discourse
Education Towards a Theocracy?
Ideology and Ideological State Apparatuses in Sudan
The Discourse of Inclusion/Exclusion, Gender and Sustainability
Critiquing Cuba's Paternalistic Educational Discourse
Conclusion
From the Paper "Civil society is now questioning the revolution's legitimacy in providing access to knowledge. For instance, the Biblioteca Independiente Felix Varela was established by Mexidor and her husband Ramon Castillo with the aim of providing other sources of information and knowledge other than that promoted by the government through voluntary donations. Within a year, 13 such independent libraries operated in the island. However, they were soon subjected to government harassment and persecution to the extent that the couple had to seek asylum abroad in 2001 (Cruz-Taura 2003: Online). With reference to Sterling's (2001) table above, Cuba's educational ethos is clearly a mechanistic one of manipulation, control and dependence with a centralized power-base hierarchy that aims at standardization and homogeneity. "
Abstract In this article, the writer notes that achieving universal education is one of the UN's 8 Millennium Development Goals agreed to in 2000 by all the world's countries and the world's leading development institutions. The writer points out that although some progress has been made in increasing the level of education in most countries, a number of third world countries have fallen behind in their effort and are unlikely to achieve the goal by the target date of 2015. The writer outlines the benefits of education and discusses the co-relation between illiteracy and poverty. The writer then reviews the status of education in the third world countries. Finally, the writer enumerates the reasons for high levels of illiteracy in these countries and looks at how they can be overcome.
Outline:
Benefits of Education Responsibility of Governments in Education and its Social Benefits
Individual/ Private Benefits
Co-relation between Poverty and Literacy
The State of Education in Third World Countries
Reasons for the Continuing Low Education Levels
Overcoming the Barriers
References
From the Paper "There is a strong correlation between poverty and illiteracy. Wherever literacy rates are lower, poverty rates are invariably higher and vice-versa. The relationship between the two is a vicious circle as poor countries do not have sufficient resources to invest in education; most of the people who survive on incomes of less than 2 dollars a day cannot afford to send their children to school. On the other hand, a low literacy rate is a major barrier against personal improvement and prevents the poorest people to lift themselves out of the poverty trap.
"For example, in third world countries such as Bangladesh, Ethiopia, Ghana, India, Mozambique and Nepal, 78% or more of the population lives on incomes below US$2 per day, adult literacy rates are below 63%, and the number of adult illiterates exceeds 5 million in each country."
Abstract Modern European / Western education finds in its current form, roots that stretch back to Socrates and further to the earliest forms of oral histories and story-telling. The western model of education is based almost exclusively upon lecture, experience and review, is graduated in complexity and content over time, and covers, in general, approximately 12 years of a student's life. The content of lessons, regardless of context and subject, generally follow a specific structure with a philosophy of development that finds its origins in Locke, Rousseau, and Pasteur. During the 19th century, on the heels of the Age of Enlightenment and through the Romantic Era, education underwent fundamental changes. Many different factors influenced the form and content of that education, most significantly, perhaps, being that of nationalizing and standardizing the educational system. It is the purpose of this paper to examine the history of educational systems during the 19th century Europe, differences in gender-involvement, the influence of Napoleon, Locke, Rousseau, Pasteur and other thinkers from the Enlightenment and Romantic periods, all with the intent of demonstrating how our modern model of education has been shaped and determined by these factors.
Abstract This paper relates the deplorable state of education in the U.S, which ranks at the very bottom of 19 industrial nations in reading, writing and arithmetic, disastrous for a country that has bet its future on an information-driven economy. The author stresses that, if the philosophy of education is to be reformed and rethought, the beginning is with the educators themselves. The paper states that the first step in reforming the American school system is to retain some of the traditionalist values, such as teaching the basics of reading, writing and arithmetic; however, the methods and environment in which these skills are taught needs to be approached using a progressive viewpoint.
Table of Contents
The State of Education Today
Identifying Goals of Formal Education Towards A Better Education A Personal Philosophy
From the Paper "Part of the problem lies in the somewhat dismal salaries being paid to educators. Granted, this is in itself is a sad commentary on educators, but it is a fact of life, the economy and the rising costs of goods and services. As a result, because educators feel they are not being fairly compensated, the students ultimately suffer from neglect and/or lower standards of education. In a way, we can look at it as the classic case of the domino effect - to borrow a phrase from the Cold War era. Because the economy is suffering, educators' salaries are negatively impacted. Because educators' salaries are negatively impacted, their lack of dedication and motivation is dramatically affected, and at the end of the domino effect are the students."
Abstract This paper presents a look at early childhood education in London, England. It includes a brief history and examines the social, economic, cultural, and technological forces have affected educational changes in England. The paper discusses the variety of educational pedagogies in this system of early childhood education.
From the Paper "The history of the education movement in England can be traced back to the Education Act. This Act ushered in the modern system of education in England. The Act gave rise to a national system of state education but also assured the existence of ..."
Tags: Early Childhood Education, London, England, Brief history of Early Childhood Education in England, The social, economic, cultural, and technological forces have affected educational changes in England. Educational pedagogies in this system of Early Child
Abstract This paper investigates bilingual educational, and evidence that both supports and undermines specific didactic methods. Problems with bilingual education are also be addressed. Special attention is paid to bilingual immersion as a language acquisition tool, and is compared with other bilingual education methods. Additionally, the discussion addresses key issues regarding the failures and problems in bilingual education in the state of California.
Methods in Bilingual Education Problems and Failures in Bilingual Education Conclusions
From the Paper "There is significant need for effective methods in the teaching of America's growing number of English learners, students who must learn English as a second language. Estimates cite 4.6 million English learners in American public schools in 2000-2001 (Rodriguez, & Higgins 2005). Immense effort and research has addressed this problem, yet many students still struggle. The current status of English learner debate centers on the positive and negative aspects of bilingual programs versus programs that do not use a student's native language in instruction. To be considered a bilingual program, a method must incorporate both the English language and native language of the student into the school instruction. Bilingual programs come in many forms, with varying levels of native language use and English use. Depending on implementation methods and structure, bilingual programs also have varying levels of success."
Tags: Bilingual, education, Hispanics, United, States, elementary, education
Abstract In this article, the writer introduces, discusses and analyzes the topic of educational theory. Specifically, the paper analyzes the meaning of the terms "authentic assessments," "excellence in education," "No Child Left Behind," "educating the whole child" and "education that makes a difference." The writer points out that each of these terms is highly relative to today's educator. The writer explains that they are terms used in theory related to theories practiced in the classroom environment. Thus, the writer maintains that understanding the terms is vital to a student of education or educational leadership.
From the Paper "Educating the whole child is an idea that took root in the early 20th century and is making a comeback in education. The educational model is conducted throughout the child's education - from kindergarten through high school, and recognizes the child is a complete being, with spirit, mind, and body, and each item must be addressed in the educational model. The model attempts to educate the "whole" child - heart, head, and hands, by offering education in a variety of areas, from academics to art and practical, hands-on activities. The children are encouraged to play as well as study, to help develop fully rounded personalities and ideas. Teachers also use storytelling, fairy tales, and other folk art as models for teaching and involving the children in the exercises. Educating the whole child is often used in private schools, and has not caught on in many areas in the public center. It is based on principles developed by Montessori and Waldorf, who both created their models in Europe in the early 20th century."
Abstract The paper relates the history of education for African-Americans and explores problems relating to education legislation. The paper looks at present education issues and concerns for African-American students and examines statistics relating to their drop-out rates. The paper concludes that there has been progress, to a degree, in educational attainment of the aspirations of African-American students, although there are still barriers.
Outline:
Introduction
History of Education for African Americans
Noted Problems Relating to Education Legislation
Present Education Issues and Concerns for African-American Students
Statistics Relating to Drop-out Rates of African-Americans
Summary and Conclusion
From the Paper "The work of Allen and Jewell (2002) states that: "...the Black struggle for higher education is an apt metaphor for the larger Black struggles for citizenship, self-determination and personhood in this society." The historical account of the African American race in obtaining access to higher education in the United States is characterized by many ups and downs. The aspirations of the African American individual of attaining higher education have been historically unattained due to existing barriers to higher education of Black individuals."
Abstract This paper examines the theme of education within the Christian faith, and particularly, the Roman Catholic Church. The writer of the paper contends that, the Church's involvement with education began with Jesus in the role of the instructor and his disciples and followers as the students. The paper's writer examines the developments of education following the death of Jesus both as a means of educating believers as to the tenants of the faith and also as a tool to attract converts to Christianity. The author of the paper contends that the modern day Catholic educational system, adopts a holistic approach to education, seeking to combine religious instruction with secular learning. In other words, the holistic approach involves a synthesis of evangelism, sacred teachings, and culture.
From the Paper "Thus, Catholic education possesses as history as deep and rich as secular learning. While secular learning can recall the impressive history of Greek and Roman thinkers, sacred teachers can look to the greatest teacher who ever lectured--Jesus Christ. With a history that predates even the early Church, Christian education is responsible for much of the sacred and secular learning that has occurred throughout history. In fact, historians would not have many of the documents that they currently possess for study without the early Christian education of monks, whose residences were often centers of learning and record keeping. Charged with sacred teaching, or the saving of souls, the church soon undertook secular learning in order to emphasize and continue that evangelism. In this contemporary culture, the Catholic Church is still a major center of learning across continents. While many focus on that learning as secular learning, the primary purpose of the institution is still evangelism. Through a brief discussion of the methods of evangelism used throughout Catholic educational history and an evaluation of the problems and solutions brought about by evangelism in Catholic schools, one can conclude that a holistic approach to Catholic education serves as both an excellent evangelizing and teaching tool."
Abstract In this article, the writer notes that few problems are as life-altering as unwanted pregnancy, especially when it happens to teens or adolescents. These cases are also difficult because adolescents and teens are normally still in school and trying, as most do at that age, to balance social and peer obligations with future goals and school work. The writer maintains that not only do most teens probably not perceive peer pressure as an invasion of private thoughts and decision-making, but they do, in many cases, perceive sexual education as such an invasion. The writer discusses that the literature surveyed indicates that education can help its own standing in the eyes of students by creating more effective learning experiences, and understanding the many predicaments of working with adolescents and teens. The literature is viewed in terms of specifically the way education is evaluated as successful or not and is facilitated by comparison of the various approaches to behavioral and attitudinal change.
Outline:
Studying Teen Pregnancy Prevention Educational Programs
Randomized and Non-randomized Samples
Measures of Evaluating Program Success
Testing Simulation-based Programming
The Experiential Approach
Qualitative Analysis
Simulation Models Compared with the Expressive Education Model
Contraceptive Use
Analyses of Gender Roles and Cultural Factors in Teen Pregnancy
Educational Roles of Culture and Cultural Roles of Education References
From the Paper " The influence that education has on teen pregnancy cannot be overemphasized, although particular programs' efficacy needs to be questioned and fully understood. Since education is a part of every person's development, the transition into including material related to what is considered a major health problem of teen pregnancy should be easier than our social concerns would imply. The social/cultural aspect in this brief survey of studies so far has not included enough attention, but in one study that focused on communication between students, parents and teachers where gender construction was found to be a significant factor. Because knowledge and cultural beliefs are not necessarily linked, there might be a hesitation on the part of researchers to combine their analyses. But nevertheless, more and more researchers are using cultural data to determine influences on teen sexuality and trying to figure out the best ways to collect this type of data and collect data about sexual education in light of it."
Tags: prevention, sex, education, intervention, sexual, health
Abstract This paper begins by looking at Plato's views on education in which he believes that educators must have a deep concern for the well-being and future of their subjects. He believed that education is a moral industry and the goal of educators should be to search for truth and virtue. They should use this truth and virtue to guide those that they teach. It then shows how John Locke's thoughts in ?Some Thoughts Concerning Education? was similar to Plato's views in "The Republic", as Locke asserted that the goal of education is not to create a scholar, but rather to create a virtuous man.
From the Paper Plato revealed his ideas for an ideal society in The Republic, providing great detail regarding the shape and curriculum of an educational system. According to Plato, in an ideal society, the guardian class would be solely responsible for overseeing all matters. As an ideal society would already be perfect, there would be no need for change. Every person would have his place and slaves, craftsmen and merchants would understand what was expected of them. Slaves would serve others. Craftsmen and merchants would serve apprenticeships. And the guardian class would be educated to become rulers."
Abstract Education does not exist for education's sake. It is inextricably linked with the society. Each society uses the educational process to impart its values to its children. The paper shows that the political world is often in touch with education, through its dictates on what can be taught. In many cases, religion also has an effect on the education that a society provides. This paper examines the effects of all of these factors on the Athenian educational system in the fifth century BCE.
Abstract In this article, the writer discusses the meaning of education and the issue of standardized testing. The writer then looks at education as a major economic issue. The writer questions which is better out of the choice of public or private schools. The writer maintains that standardized tests need to be revised or perhaps deleted as soon as possible and the need to blame education and petition for education reform should not be correlated with how well the economy does. The writer concludes that life education and formal education need to be equalized and parents need to make choices that are best for their child. This paper is written in a personal informal manner.
From the Paper "Standardized testing is any test that is used across a variety of schools or other situations. Most standardized tests are achievement tests and therefore have little predictive value for students, teachers or schools. They only generate good data for narrow skill sets or topics. However, many school systems use standardized testing as a screening tool, as a basis for curriculum or as a broad comparison between students. How can you do such a comparison, when every child is different in both achievement and also in their ways of learning? What happens when tests are administered outside of the context of the mainstream culture? This poses a problem for certain students whose answers might be right, but not in the context of the exam."
The paper discusses what liberal education is, describes its benefits and its drawbacks and talks about whether it is appropriate for the twenty first century.
Abstract The paper defines liberal education as the development of intellectual abilities. It is concerned with the pursuit of knowledge and has three key values choice, freedom, and autonomy. The paper discusses several benefits of liberal education. For example, if one is able to prosper and make wise decisions, then it is beneficial. The paper also discusses the drawbacks of liberal education. For example, programmes are very expensive and thus prevent participation. Finally the paper discusses whether liberal education is suitable for the twenty first century. The writer sums up that liberal education has to be accompanied by other educational teachings.
From the Paper "The term liberal education has a variety of interpretations and in my own opinion it can be summarised as an education that emphasises the development of intellectual abilities as opposed to the acquisition of professional skills. Hirst (1974, p. 31) succinctly summarises this with 'the idea of liberal education as a process concerned simply and directly with the pursuit of knowledge.' The aim of such an education is to ensure that no particular way of life is favoured or predetermined and children are not trained for a pre-set role. Instead their education is centred on three key values; choice, freedom and autonomy. As far as I can understand the theory behind liberal education is that if the child is free and liberated they can make their own decisions and are thus deemed to be free from both ignorance and external authority. "
