Meiji Primary School Language and Ethics Textbooks: Old Values for a New Society?

1974 ◽  
Vol 8 (2) ◽  
pp. 247-261 ◽  
Author(s):  
E. Patricia Tsurumi
Keyword(s):  
Primary School ◽  
Educational Policy ◽  
Moral Education ◽  
History Of Education ◽  
Traditional Values ◽  
Japanese Education ◽  
The West ◽  
Teenth Century ◽  
Meiji Period ◽  
History Of

George Sansom once called the history of education in late nine-teenth-century Japan ‘a useful example of a reaction against foreign influence and a return to tradition in the midst of a strenuous process of “modernization”.’ Sansom and others have depicted Japanese education during the first three decades of the Meiji period (1868–1912) as follows: during the 1870s Japanese education was completely dominated by the Western philosophies and principles which were flooding a country newly opened to foreign intercourse after two and one-half centuries of isolation. This extreme Westernization led to a ‘conservative reaction’ in government and education circles during the 1880s. This, in turn, culminated in the Imperial Rescript on Education of 1890 and the emphasis on ‘traditional’ moral education which was the hallmark of schooling in the 1890S. This shift in educational policy on the part of the Meiji government has been seen as ‘part of the general swing during the 1880s away from unnecessarily close imitation of the West and back towards more traditional values.’

scholarly journals A jovem normalista que fui, a professora que fui: inserção profissional feminina através de memórias de normalistas

2017 ◽  
Vol 1 (1) ◽  
pp. 193
Author(s):  
Raquel Silveira Martins
Keyword(s):  
Teacher Training ◽  
Primary School ◽  
Narrative Research ◽  
History Of Education ◽  
Minas Gerais ◽  
Oral Narratives ◽  
Normal School ◽  
Research Results ◽  
Woman Teacher ◽  
History Of

Esse artigo busca apresentar os resultados de uma pesquisa sobre a escolha do magistério como forma de inserção profissional de normalistas que frequentaram a Escola Normal Nossa Senhora de Oliveira, na cidade Oliveira, no  Centro-Oeste de Minas Gerais, entre os anos 1971 e 1974. Nesse sentido, as ideias que permeiam esse esboço vão ao encontro das concepções e conceitos sobre a mulher-professora, a formação de professores, em especial para o antigo ensino primário, e a história da educação em Minas Gerais. A metodologia utilizada é concernente à pesquisa narrativa e os dados terão como fonte principal narrativas orais de formandas da referida escola normal no período assinalado.The young normalist I was, the teacher I was: female professional insertion through normalist memories. This article aims to present research results on the choice of teaching as a form of professional insertion for normalistas who attended the Normal School of Our Lady of Oliveira, Oliveira city, Midwest of Minas Gerais, between 1971 and 1974. In this sense, the ideas that pervade this outline will meet the ideas and concepts of the woman - teacher, teacher training, especially for the old primary school, and the history of education in Minas Gerais. The methodology used is concerning the narrative research and data will have as the main source of oral narratives trainees said normal school in the indicated period. Keywords: Normalists; Feminization; Teacher school; Narrative research.

Dodds and Educational Policy for a Defeated Germany

2019 ◽  
pp. 244-263
Author(s):  
David Phillips
Keyword(s):  
Educational Policy ◽  
History Of Education ◽  
The State ◽  
University Teachers ◽  
Nazi Ideology ◽  
Foreign Office ◽  
History Of ◽  
The Subject ◽  
Post War ◽  
German Universities

This chapter examines the work of E.R. Dodds during preparations for the post-war occupation of Germany. In 1940, Dodds joined Arnold Toynbee’s ‘Foreign Research and Press Service’, which had moved to Oxford, and he began to work on the history of education in Germany. Arnold’s group eventually became the Foreign Office Research Department (FORD), and Dodds produced for it lengthy memoranda to inform others working on the subject. He also lectured at many meetings and published a pamphlet, Minds in the Making, a study of the hollowness and barbarity of Nazi ideology and its effects on education. For FORD he also chaired committees on re-education and on textbook production. In 1947, he led a delegation to Germany of the Association of University Teachers, which produced a damning report on the state of German universities. He proved to be one of the most significant people involved in shaping educational policy as it developed in the British Zone of Germany.

scholarly journals What We Can Learn From Studying The Past: The Wonderful Usefulness of History in Educational Research

2021 ◽  
Vol 22 ◽  
Author(s):  
Johannes Westberg
Keyword(s):  
Educational Policy ◽  
Educational Research ◽  
History Of Education ◽  
Historical Research ◽  
Main Argument ◽  
Short History ◽  
The Past ◽  
History Of

Why should educational researchers study the history of education? This article suggests that this research is of immediate relevance to current issues of education and may therefore serve a wide variety of purposes. The main argument is that history of education offers four vital contributions: a unique methodological expertise that in turn enables historians of education to provide educational research with vital explanations, comparisons, and the ability to analyse the use and abuse of history in contemporary educational policy and debate. In short, history of education is vital to educational research, not despite its historical orientation, but because of it. Consequently, this paper poses a challenge, both for the field of educational research to promote educational historical research, and for historians of education to explore the untapped potential of this sub-discipline.

Corporate Social Responsibility

2018 ◽  
pp. 671-681 ◽  
Author(s):  
Ben Tran
Keyword(s):  
Corporate Social Responsibility ◽  
Cultural Influences ◽  
Traditional Values ◽  
The West ◽  
Alternative Discourse ◽  
Religious Giving ◽  
The World ◽  
History Of ◽  
Asian Context ◽  
Corporate Social

In Asia, as elsewhere around the world, societies have a long history of cultural and religious giving. The idea of business' responsibility to give back to the communities in which they operate is also age old. In many of the countries studied, an alternative discourse encompassing culture, traditional values, and politics provides a socio-economic context and a national backdrop for CSR action. Based on the ten countries studies, key elements that define the practice of CSR in Asian companies are: cultural influences, classical philanthropy, State capacity, participation in global supply chains and home-grown corporate misdemeanors. Culture matters to how societies approach CSR. There are important cultural influences on ideas of “obligation” and “responsibility” that are significant in the Asian context and this is where the Asian discourse on CSR diverge from that in the West.

The Beginnings of Girls' Education in the Native Administration Schools in Northern Nigeria, 1930–1945

1985 ◽  
Vol 26 (1) ◽  
pp. 93-109 ◽  
Author(s):  
Peter Kazenga Tibenderana
Keyword(s):  
Educational Policy ◽  
Women's Education ◽  
History Of Education ◽  
Female Education ◽  
Northern Nigeria ◽  
Preferential Treatment ◽  
Colonial Era ◽  
Western Education ◽  
History Of ◽  
Main Factor

SummaryThe existing works on the history of education in northern Nigeria are generally agreed that the main factor which hindered the spread and development of girls' education in the area during the colonial era was Muslims' opposition to female education. While it is not denied in this article that opposition to female education existed among Muslims, it is argued that this was not the main factor which retarded the advancement of girls' education during the period covered by this article. It is suggested that the British educational policy, which placed much emphasis on co-education, instead of building girls' schools, coupled with the parsimony with which the British administration spent money on girls' education, were mainly responsible for hindering the development of girls' and women's education in northern Nigeria during the colonial era. It is argued that the introduction of co-education made Western education for girls unappealing to many Muslim parents who otherwise would have sent their daughters to school if girls' schools had existed in sufficient numbers. The article attempts to show that this could not be realized as a result of the British administration's unwillingness to spend substantial sums of money on girls' education. It is also suggested that the preferential treatment accorded by the British administration to the aristocracy, in the recruitment of pupils for girls' schools and the W.T.C., was inimical to the advancement of girls' education generally.

scholarly journals PEDAGOGICAL VIEWPOINTS OF JEAN-JACQUES ROUSSEAU

2019 ◽  
Vol 34 (2) ◽  
pp. 579-584
Author(s):  
Bashkim Rakaj
Keyword(s):  
Physical Education ◽  
Art Education ◽  
Moral Education ◽  
History Of Education ◽  
The Other ◽  
Moral Concepts ◽  
Education Of Women ◽  
History Of ◽  
Good And Evil

Jean- Jacques Rousseau is one of the most prominent French Pedagogues, who had a tremendous influence that he considered that his influence was extremely great in the French Bourgeois Revolution. He is considered one of the most significant Personages in the history of education, including industrial and practical Art education (Pannabecker, R. John, 1995). He was especially familiar with the natural idea, where the education of children was based on nature; he made a request to go back to nature. Rousseau had dealt with various topics of education, including physical, intellectual, moral and job education. Rousseau, was of the opinion that children should be educated and fed by the Mother rather than the Nurse, and by the age of 2 the main focus should be on their physical education. He considered that by the age of twelve, there is no need for proper intellectual education, according to him this should begin after this age. Rousseau had a different view of men for the education of women, and according to him, girls should be educated to create families, caring for husband and children, and doing housework. Rousseau was against physical punishments, but he was for the natural punishment towards children. Rousseau, very importantly considered the moral education of children, but according to him, this education should begin when the child is mature and is able to understand the moral concepts According to Rousseau, the reason solely teaches us to know good and evil, our conscience, which makes us love one another and hate the other one, it is regardless from the reason but cannot grow strongly without its assistance (Rousseau, J, J.1889 ).

scholarly journals O lugar da arte no currículo escolar: uma análise dos Programas Experimentais para o Curso Primário e Pré-primário no Paraná (1950-1952)

Horizontes ◽  
2014 ◽  
Vol 32 (2) ◽  
Author(s):  
Rossano Silva
Keyword(s):  
Primary School ◽  
Primary Education ◽  
Experimental Analysis ◽  
History Of Education ◽  
School Curriculum ◽  
The State ◽  
Theory Of Practice ◽  
Art Teaching ◽  
History Of

ResumoO presente artigo explora o papel dado a arte nos Programas experimentais para o Curso Primário e Pré-primário, implantados no Estado do Paraná pelo educador paranaense Erasmo Pilotto. O recorte da pesquisa explora os anos de 1950 a 1952, período que corresponde à atuação do intelectual no cargo de Secretário Estadual de Educação e Cultura do Paraná. Nessa posição, Pilotto pode aliar as ações realizadas no campo educacional e artístico, integrando a arte e a educação e enfatizando o papel da primeira no que chamou de formação de uma cultura geral da criança e do professor, concepção que foi tônica de suas propostas pedagógicas, sistematizada em diversas obras escritas entre as décadas de 1940 e 1980. Para alcançar os objetivos propostos, esta investigação se apoiará na teoria praxiológica de Bourdieu que permitirá analisar a interação das ações de Pilotto nos diferentes campos: educacional, artístico e político.Palavras Chave: História das Práticas Educacionais; História da Educação; Ensino de Arte; Currículo Escolar.The place of art in school curriculum: an experimental analysis of programs for pre-primary education in primary at Paraná (1950-1952) Abstract This article explores the role given to Arts in experimental programs for Primary and Pre-Primary school courses, developed in the State of Paraná by the Paraná’s educator Erasmus Pilotto. This research pictures the period of 1950 to 1952, which corresponds to Pilotto’s action as Paraná’s Secretary of State for Education and Culture Affairs. In this position, Pilotto could combine activities in both educational and artistic fields by emphasizing the role of Arts in the construction of children and teacher general culture, conception that was the main focus of his pedagogical proposals, presented in several of his works written during the years of 1940 to 1980. To achieve its proposed objectives, this investigation will rely itself in the Bourdieu's theory of practice that will allow an analysis of the interaction from Pilloto’s actions in many fields such as: educational, artistic and political. Keywords: History of Educational Practices; History of Education; Art Teaching; School Curriculum.

Comparative study of education for students with special needs in Japan and Poland

2017 ◽  
Vol LXXVIII (1) ◽  
pp. 28-40
Author(s):  
Manabu Kuroda ◽  
Ewa Kulesza
Keyword(s):  
Public Policy ◽  
Comparative Study ◽  
Special Needs ◽  
Educational Policy ◽  
School System ◽  
Current System ◽  
Japanese Education ◽  
Students With Special Needs ◽  
History Of Special Education ◽  
History Of

The purpose of this article is to present trends in educational policy and the problems of education for students with special needs through a comparative study of Japan and Poland. It presents a brief history of special education, regulations on the school system, groups of students with special needs and the features of the current system of education for students with special needs in both countries under comparison. The conclusion points to positive changes and those aspects of Polish and Japanese education and public policy toward people with special needs that should be altered.

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