scholarly journals Colonial education in Icó-CE: educational process of the first inhabitants (1599-1759)

2021 ◽  
Vol 14 (33) ◽  
pp. e14117
Author(s):  
Paulo Rogério de Lima ◽  
Sílvia Maria Nóbrega-Therrien ◽  
Cesar Augusto Sadalla Pinto
Keyword(s):  
Educational Process ◽  
Colonial Period ◽  
Native People ◽  
Colonial Education ◽  
Religious Indoctrination ◽  
In The Beginning

This article aimed to (re)constitute historic aspects of the educational process in Icó – CE, with emphases in the education of the local inhabitants, from 1599 to 1759, that is situated in the Brazilian colonial period. Therefore, it was realized a documental study, exploring some writings by local authors as Couto (1962) and Lima (1995). Education in Icó in Brazil Colonia was not a peaceful process. On contrary, it was in the beginning characterized by tensions, violence and resistance, because the native Indians insisted on defending their territory against European invaders. The religious indoctrination was a way used by determinators to subjugate native people culturally of Brazilian territory. The construction of Nossa Senhora da Expectação Church, in 1709, was a fundamental milestone to stabilization of the educating priests and organization of village routine.

scholarly journals THE MANAGEMENT OF ZAKAT IN INDONESIA: A HISTORICAL REVIEW

2019 ◽  
Vol 17 (2) ◽  
pp. 227-246
Author(s):  
Kamal Ibrahim ◽  
Sepky Mardian
Keyword(s):  
Historical Review ◽  
Colonial Period ◽  
Historical Approach ◽  
History Of ◽  
In The Beginning ◽  
Descriptive Method

The Management of zakat in Indonesia has been going on since Islam entered Indonesia till today. This study aims to explain how the management of zakat in Indonesia is patterned on Islamic principles. The study uses a descriptive method with historical approach. The study of the history of Islam and Indonesia became the basis for determining the findings, on the pattern of management of zakat in Indonesia. The findings showed that the pattern of management of zakat in the beginning at the time of the entry of Islam in the colonial period, had a huge role in the society. This pattern became one of models of management of zakat

scholarly journals Educação jesuítica e crianças negras no Brasil colonial

2019 ◽  
Vol 80 (196) ◽  
Author(s):  
Amarilio Ferreira Júnior ◽  
Marisa Bittar
Keyword(s):  
Black Children ◽  
Colonial Period ◽  
Colonial Education ◽  
The Social ◽  
Christian Worldview ◽  
Educational Enterprise

Realça um aspecto pouco estudado da história da educação brasileira no período colonial: a educação de crianças negras nos colégios jesuíticos. As crianças eram filhas de escravos desafricanizados, que nasciam nas fazendas de propriedade da Companhia de Jesus. A literatura, tradicionalmente, situa a empresa jesuítica relacionada apenas com as crianças brancas, indígenas, mamelucas e mulatas. A base da conversão dos "gentios" ao cristianismo era a catequese, realizada pelo ensino mnemônico. Nesse contexto, as crianças negras sofriam dois tipos de violência: nasciam marcadas pela maldição social da escravidão e estavam submetidas a um processo brutal de aculturação gerada pela visão cristã de mundo. Palavras-chave: educação colonial; colégios jesuíticos; crianças negras. Abstract The purpose of this article is to emphasize an aspect that is not much studied in the Brazilian education, during the colonial period. We are talking about the black children in the Jesuit schools; in other words, the children of the slaves who were forced out of their African roots, children who were born in the farms belonging to the Brotherhood of Jesus. Usually, literature traditionally places the Jesuit educational enterprise only among white, indigenous, mameluke and mulatto children. The basis of conversion of the "gentiles" to Christianity was the catechism done through mnemonic teaching. In such context, the black children suffered two types of violence: they were born tagged by the social curse of slavery and were subject to a brutal process of acculturation brought about by the Christian worldview. Keywords: colonial education; jesuit schools; black children.

scholarly journals Industri dan Perdagangan Gula di Indonesia: Pembelajaran dari Kebijakan Zaman Penjajahan – Sekarang

2016 ◽  
Vol 27 (2) ◽  
pp. 133 ◽  
Author(s):  
Sri Wahyuni ◽  
NFN Supriyati ◽  
Julia Forcina Sinuraya
Keyword(s):  
Future Development ◽  
Financial Support ◽  
Lessons Learned ◽  
Colonial Period ◽  
Government Policies ◽  
Research Institutions ◽  
Colonial Era ◽  
The Government ◽  
In The Beginning ◽  
Sugarcane Industry

<strong>English</strong><br />Sugarcane industry and trade (SIT) in Indonesia is significantly influenced by the government policies. This paper reviewed SIT policies from colonial period up to now to obtain valuable lessons for future development of SIT.  Lessons learned include: (1) During the colonial era, the peak triumph was achieved through farmers’ sacrifice; (2) High financial support for research institutions to produce super varieties, such as POJ 2838 and 3016 with productivity as high as 18 ton/ha of crystal; (3) In the beginning of independence, Indonesia’s institutions and manpower were not exclusively ready to optimally develop SIT; (4) There were no comprehensive policies and several of the existing one were conflicting. Based on these lessons, a comprehensive policy issued by related institutions are strongly required for future development of SIT.<br /><br /><br /><strong>Indonesian</strong><br />Industri dan Perdagangan Gula Indonesia sangat ditentukan oleh kebijakan pemerintah. Tulisan ini bertujuan untuk mereview kebijakan IPG sejak zaman penjajahan sampai sekarang, untuk dijadikan pembelajaran dalam pengembangan IPG ke depan. Pembelajaran yang dapat dipetik antara lain: (1) Kejayaan gula pada zaman penjajahan dicapai dengan mengorbankan petani; (2) Dukungan dana yang kuat, sehingga lembaga penelitian mampu menghasilkan varietas ajaib POJ 2838 dan 3016 dengan produktivitas sebesar 18 ton hablur/ha; (3) Pada awal kemerdekaan, kelembagaan dan sumberdaya manusia Indonesia belum siap untuk mengembangkan pergulaan secara optimal; (4) Kebijakan kurang komprehensif dan kadang-kadang saling bertentangan. Berdasarkan pembelajaran ini, untuk pengembangan pergulaan ke depan diperlukan kebijakan yang komprehensif dari semua pihak yang terkait.

scholarly journals Taras Shevchenko in Reflections of the Cyril and Methodius Society Members

2019 ◽  
Vol 2 ◽  
pp. 11
Author(s):  
Sеrhii Svіtlenko
Keyword(s):  
Significant Contribution ◽  
Historical Memory ◽  
Educational Process ◽  
Native People ◽  
Primary Sources ◽  
Cultural Revival ◽  
National Movement ◽  
History Of ◽  
Psychological Influence ◽  
First Time

The article aims to study the personality of Taras Shevchenko in the reflections of the Cyril and Methodius Society Members. The investigators of the figures of the Cyril and Methodius Society, the epistolary and memoir legacy of the participants of the Ukrainian National Movement and their sympathizers are analyzed. As a result, it is argued that the Cyril and Methodius Society Members had fruitful intellectual contacts with T. Shevchenko, knew well and highly respected his work, realized the importance of the poet as a true Ukrainian populist, who made a significant contribution to the national-cultural revival of Ukrainian culture and the creation of a Ukrainian national consciousness It was proved that the activities of the Cyril and Methodius completely coincided with the meaning of Shevchenkoʼs poetic creativity, while the charismatic personality of Kobzar organically entered into the intellectual core of the Cyril and Methodius Society circle, and made a powerful moral and psychological influence on the conscious Ukrainian youth. Members of the Cyril and Methodius Society appreciated the uncompromisingness, courage, radicalism, and deep folk of Shevchenkoʼs poetry. Ukrainian patriotism, patriotism for the fate of the native people united T. Shevchenko with other figures of the society, despite some ideological differences. Progressive Ukrainian youth valued Kobzar for great poetry talent, artistic plastic, extraordinary melodic singing, penetrating mind, deep vital sensibility and, at the same time, unique comic, humor and satire. At the same time, communicating with ideological supporters gav T. Shevchenko a new creative inspiration. During this period the Ukrainian poet was in a state of creative exaltation. It is concluded that the reflections of the Members of the Cyril and Mefodius Society, especially M. I. Kostomarov, P. O. Kulish, G. L. Andruzsky, V. M. Bilozersky, M. I. Gulak, O. D. Tulub, and others, written as during the life of T. Shevchenko, and retrospectively, is an important historical source of life and activity of Kobzar, one of the most prominent representatives of the Ukrainian national elite. The empirical article is written on various documentary and narrative primary sources, for the first time actualizes the problem of historical memory in the Ukrainian national movement at the beginning of its cultural-political stage, contains the original generalizations and conclusions regarding T. Shevchenko as a Ukrainian nation рорulist and harbinger of the Ukrainian national idea in reflections of the Cyril and Methodius Society Members. The material of the article may have practical application in scientific studios on the history of the Ukrainian national movement and the educational process of higher education.

scholarly journals ANALYSIS OF THE TRAINING LEVEL FROM THE GENERAL COURSE OF PHYSICS OF THE FIRST COURSE STUDENTS BY ENTRANCE CONTROL RESULTS

2020 ◽  
Vol 1 (46) ◽  
pp. 128-135
Author(s):  
Ishchenko R ◽  
◽  
Isaienko G ◽  
Keyword(s):  
General Education ◽  
Academic Discipline ◽  
Educational Process ◽  
First Year ◽  
Training Level ◽  
First Year Students ◽  
General Physics ◽  
Object Of Study ◽  
In The Beginning ◽  
Forecast Assumptions

According to the results of the entrance control, the training level from the general course of physics of the first year students studying in technical specialties was analyzed. The object of the study - the training level of the general course of physics of the first year students, studying in technical specialties. Purpose of the study - analyze the level of general education in physics of the first year students, studying in technical specialties with the help of entrance control, whose tasks represented the problems of the specified academic discipline. Method of the study - for the purpose of the study, the following methods were used: analysis, synthesis, generalization, formulation of conclusions. In this paper, the results of entrance control of knowledge from the physics of the first year students studying in technical specialties that was carried out in the beginning of 2018-2019 academic year are presented. The tasks of the entrance control were the problems, the complexity of which did not go beyond the limits of the program of physics for general-education institutions of the standard level. The analysis of the entrance control results revealed a rather low level of general education from the physics in most students. On the basis of the performed analysis of the entrance control results, it was concluded that the existing level of general education on the physics in most of the first-year students is not sufficient for the successful study of the specified academic discipline of the technical university level. The results of the article can be introduced into the educational process while teaching the general physics course to students of technical and pedagogical universities. Forecast assumptions about the object of study - consideration of scientific methods that enhance the motivation of students of technical universities to study the course of general physics. KEY WORDS: ENTRANCE CONTROL OF PHYSICS, PROBLEMS OF PHYSICS, TRAINING LEVEL OF STUDENTS, GENERAL COURSE OF PHYSICS, TECHNICAL SPECIALTIES.

IN THE BEGINNING WAS THE WORD: EXCAVATING THE RELATIONS BETWEEN HISTORY AND ARCHAEOLOGY IN SOUTH ASIA

2002 ◽  
Vol 45 (4) ◽  
pp. 492-523 ◽  
Author(s):  
Thomas Trautmann ◽  
Carla Sinopoli
Keyword(s):  
South Asia ◽  
Case Studies ◽  
Colonial Period ◽  
Archaeological Survey ◽  
Ancient History ◽  
Post Colonial ◽  
Ancient India ◽  
Asiatic Society ◽  
In The Beginning ◽  
Material Evidence

AbstractThe study of the historic past, through material evidence and texts, was an integral component of colonial practice in India, and remains a highly visible governmental and public focus in contemporary South Asia. In this paper, we present an historic overview of the development of knowledge and research on ancient India, beginning with the formation of the Asiatic Society in 1784 and proceeding to the creation of the Archaeological Survey of India in 1861, when history and archaeology were formally differentiated. We trace this development through the post-colonial period, examining how archaeology and ancient history are practiced and conceptualized today. We conclude with four case studies that explore the existing state of, and the potential for, productive partnerships between historians and archaeologists. L'étude du passée historique, à travers l'evidence material et documentaire, faisait partie intégrante du pratique colonial a l'Inde, et reste encore un foyer du gouvernement et de la publique de la sud-Asie contemporaine. Dans cet essai, nous presentons un exposé historique du developpement de la connaissance et de la recherche sur l'Inde ancienne, a partir de la formation de la Asiatic Society in 1784, jusqu'a la creation du Archaeological Survey of India en 1861, du quel point on faisait la difference entre l'histoire et l'archeologie. Nous retraçons ce developpement au travers la periode post-coloniale, en examinant la pratique et la conception de l'archeologie et de l'histoire d'aujourdhui. Pour conclure, nous presentons quatre exemples qui considerent l'existence et le potentiel des associations fertiles entre les historiens et les archeologues.

History without Silos, Ignorance versus Knowledge, Education beyond Schools

2014 ◽  
Vol 54 (3) ◽  
pp. 349-355 ◽  
Author(s):  
K. Tsianina Lomawaima
Keyword(s):  
Indigenous Education ◽  
Native People ◽  
Indian Education ◽  
Colonial Education ◽  
Willful Ignorance ◽  
Transmission Of Knowledge ◽  
Tunnel Vision ◽  
The Difference ◽  
Teaching Learning ◽  
Scholarly Inquiry

Contributors to this thematic issue of theQuarterlycall education historians' scholarly attention to the particularities of Native histories and the diverse ways that Native people experience and think about our worlds. Their call to envision—or re-vision—histories of Indigenous education weaves together suggestive directions for productive scholarly inquiry. In my commentary, I focus on three of their main points. First, they note the unfortunate phenomenon of academic “silo-ization” that all too often leads to a disciplinary tunnel vision blocking our view of useful—even necessary—sources, archives, methods, evidence, perspectives, questions, and analytic frameworks. Second, they point out the vast and critical difference between two common interpretations of the phrase “American Indian education,” which is to say the difference between Indigenous self-education and colonial education of Indians by settlers and their institutions. Over the last five centuries, the divide between educationbyIndians and educationforIndians has been glaringly obvious to Native peoples but often conveniently ignored by others. That willful ignorance, of course, has been necessary to the settler colonial imperative to “eliminate the Native” and thus solidify settler claims to lands and national identity itself. Third, they make an urgent and timely call for more attention to Indigenous educational philosophies and practices in Indigenous contexts, that is,education(in Bailyn's terms) outside of the walls of (usually colonial)schools.They direct our attention to teaching, learning, and intergenerational transmission of knowledge embedded within and constitutive of Native histories.

scholarly journals Photography As A Bridge To Intercultural Interaction In Bali During The Netherland Indies Colonial Period Of The 1920-1930S

2019 ◽  
Vol 2 (2) ◽  
pp. 54-58
Author(s):  
I Made Bayu Pramana
Keyword(s):  
Collaborative Work ◽  
Colonial Period ◽  
Doctor Who ◽  
Royal Family ◽  
Cultural Elements ◽  
Intercultural Interaction ◽  
Artistic Collaboration ◽  
Photographic Documentation ◽  
In The Beginning ◽  
Visual Record

This article presents the process of commencing inter-cultural interactions and artistic collaboration between Balinese and western photographers through photography. In the beginning, the photography project only showed visual record of the Kings, the royal family along with the royal government apparatus in Bali. Beginning with Gregor Krause, a colonial doctor who practiced photography, the others photographers then began exploring nature, culture, art and Balinese society into recording their photographic works. The activity then continued to be an artistic collaboration between westerners as photographers and Balinese as photo models. Not only that, the collaboration also extends to the incorporation of many western cultural elements into photography properties. In addition, the models that appear in photographic works are not only from the royal community, but begin to spread to ordinary residents, artists and their environment. Through the bridge of photography, many western artists combine their ideas with Balinese artists to design and create works of art in the needs of photographic documentation. The collaborative work then attracted tourists to Bali to enjoy the exotica of Bali which was first collaborated by western photographers and writers.

Teaching Women to Write: Weaponizing Ḥadīth Against Colonialism

2021 ◽  
pp. 1-31
Author(s):  
Brian Wright
Keyword(s):  
Nineteenth Century ◽  
Colonial Period ◽  
Colonial Education ◽  
British India ◽  
National Education ◽  
Modern Education ◽  
Women's Literacy ◽  
Education Projects

Abstract This article traces the use of a ḥadīth prohibiting women’s literacy during the colonial period. Although rejected by most ḥadīth scholars and ignored by jurists, it gained prominence in the second half of the nineteenth century through the works of scholars who weaponized it as a response to colonial education projects. As debates on the religious permissibility of modern education spread, the ḥadīth accompanied them, empowering scholars who attempted to push back against modernizing national education projects. Through an analysis of the debate around this ḥadīth in British India and Egypt, I highlight the importance of the ḥadīth as a pragmatic – and not simply normative – source within Islamic legal discussions as they articulated responses to colonialism.

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