Chemistry and the West German education system

1958 ◽  
Vol 35 (8) ◽  
pp. 399
Author(s):  
Herbert M. Schoen
Keyword(s):  
Education System ◽  
The West ◽  
German Education

scholarly journals Narratives of French Travelers’ and Adventurer’s of Indian Education System

2013 ◽  
Vol 12 (4) ◽  
pp. 1
Author(s):  
Sakul Kundra
Keyword(s):  
Scientific Knowledge ◽  
Education System ◽  
Indian Education ◽  
The West ◽  
Literature History ◽  
Compare And Contrast ◽  
Language Literature

The French travelers and adventurers in the seventeenth and eighteenth centuries stated that Hindu philosophy, meteorology, Sanskrit language, literature, history and culture were taught by the Brahmans in schools. Indian education system has been a fascinating domain for the French voyager‟s observation who make compare and contrast with standard, knowledge and rationality of the Orient with Occidental world. Most of the travelers showed in their observations, a kind of superiority in terms of rationality and scientific knowledge of the west in comparison to east. These travelers highlighted a demeaning picture of Indian education system which according to them was based on sluggish, monotonous and irrational basis. The objective of this paper is to narrate the observations made by the French voyagers regarding Indian education system and its implications. Many firsthand French adventurers‟ records have been used in this paper in order to make an assessment of Indian education system by analyzing their records.Keywords: Education system, Vedas and Sanskrit language, Benaras sanctuary, Brahman role, Occident vs. Orient, Orthodox religious implications, Corruptness, Sluggishness, Astrologers

scholarly journals The Reflexible Person

2021 ◽  
Vol 1 (2) ◽  
pp. 51-71
Author(s):  
Rolf Arnold ◽  
Michael Schön
Keyword(s):  
Education System ◽  
Critical Analysis ◽  
System Development ◽  
System Change ◽  
The Self ◽  
Educational Systems ◽  
Evidence Based ◽  
Constructivist Pedagogy ◽  
German Education ◽  
Effective Conditions

Referring to the European and especially the German education system, this article first identifies that both forms of governance in educational systems as well as pedagogical professionalization have fallen behind. We present new proposals for a substantive and evidence-based reinterpretation and reshaping of what education is and can be and how educational systems can be changed. In order to address these shortcomings, we follow suggestions of a systemic-constructivist pedagogy, and highlight concrete strategies and starting points of an awareness-based system change in the field of educational system development are pointed out. This attempt to not only rethink education, but also to shape it, is based on a critical analysis of the often stagnant internal educational reforms, and the concepts and routines that characterize these stagnant reforms. We hypothesize that, in order to break free from this stagnation, a continuous self-transforming subjectivity of the responsible actors is necessary. This explanatory framework is extended in this article to the figure of the ”reflexible person” (Arnold, 2019a), whose main characteristic is reflexibility, in the sense of being reflexive as well as flexible. The reflexible person possesses practiced and strengthened competencies for observation and reflection including of the self, as well as reinterpretation and transformation. These competences are substantiated and specified as prerequisites and effective conditions for an awareness-based system change in educational systems. In addition, possible ways of promoting and developing them are pointed out.

Between Others and Brothers

2014 ◽  
Vol 46 (3) ◽  
pp. 585-588
Author(s):  
Michelle U. Campos
Keyword(s):  
Middle East ◽  
Eastern Europe ◽  
Education System ◽  
Jewish History ◽  
Arab World ◽  
Jewish People ◽  
The West ◽  
The Arts ◽  
History Of ◽  
Identity Based

Some fifteen years ago, the Israel Museum exhibition “To the East: Orientalism in the Arts in Israel” featured a photograph by the Israeli artist Meir Gal entitled “Nine Out of Four Hundred: The West and the Rest.” At the center of the photograph was Gal, holding the nine pages that dealt with the history of Jews in the Middle East in a textbook of Jewish history used in Israel's education system. As Gal viscerally argued, “these books helped establish a consciousness that the history of the Jewish people took place in Eastern Europe and that Mizrahim have no history worthy of remembering.” More damningly, he wrote that “the advent of Zionism and the establishment of the Israeli State drove a wedge between Mizrahim and their origins, and replaced their Jewish-Arab identity with a new Israeli identity based on European ideals as well as hatred of the Arab world.”

Factors of Development of Primary Education and Their Measurement Methods in the West

2016 ◽  
Vol 4 (4) ◽  
pp. 44-52
Author(s):  
Писарева ◽  
L. Pisareva
Keyword(s):  
Elementary School ◽  
Primary Education ◽  
Education System ◽  
Measurement Methods ◽  
The West ◽  
Western Countries

The article reveals the peculiarities of education in pre-school and primary link in the Western countries (primarily in Germany): positive and negative influences on the development and quality of primary education, methods of its estimation are analyzed. The criteria of readiness of children for the transition from preschool to elementary school are described. The general and the particular in the primary education system of various countries of the West are given.

scholarly journals Gifted Education Through the Lens of Religion

2021 ◽  
Vol 14 (4) ◽  
pp. 48
Author(s):  
Nasser M. Almutairi ◽  
Penny N. Round ◽  
Niranjan R. Casinader
Keyword(s):  
Education System ◽  
Gifted Education ◽  
Religious Studies ◽  
The State ◽  
Emotional Needs ◽  
Islamic Culture ◽  
Religious Philosophy ◽  
The West ◽  
Social And Emotional ◽  
Highly Able

This paper aims to understand the influence of Islamic religious philosophy on the application of gifted education in schools. To date, little attention has been paid to the influence of religion, particularly Islam, on how giftedness or areas of talent are viewed and accommodated in the education system. The article considers that Islamic culture pays more attention to areas of talent, such as religious studies, leadership, wisdom and morality, with much emphasis on highly able people with spiritual, social and emotional needs. While in the West, religion may have less impact on gifted education which could be because of separating religion from the state. Therefore, a number of areas of giftedness/talent may be admired or ignored due to the influence of religion when it comes to educational practices. This paper gives an example of how Islam influences some areas of giftedness/talent such as music, art, sports and leadership.

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