HIGHER EDUCATION IN ANCIENT INDIA

Author(s):  
Satyendra Singh Chahar ◽  
Nirmal Singh

University education -on almost modern lines existed in India as early as 800 B.C. or even earlier. The learning or culture of ancient India was chiefly the product of her hermitages in the solitude of the forests. It was not of the cities. The learning of the forests was embodied in the books specially designated as Aranyakas "belonging to the forests." The ideal of education has been very grand, noble and high in ancient India. Its aimaccording to Herbert Spencer is the 'training for completeness of life' and ‘the molding o character of men and women for the battle of life’. The history of the educational institutions in ancient India shows a glorious dateline of her cultural history. It points to a long history altogether. In the early stage it was rural, not urban. British Sanskrit scholar Arthur Anthony Macdonell says "Some hundreds of years must have been needed for all that is found" in her culture. The aim of education was at the manifestation of the divinity in men, it touches the highest point of knowledge. In order to attain the goal the whole educational method is based on plain living and high thinking pursued through eternity.

2020 ◽  

Education was the fuel for the communication and knowledge society of the Renaissance. This period saw increasing investments in educational institutions to meet the growing demand for literacy in the context of a religiously divided Europe with growing cities and emerging central governments. An essential resource for researchers, scholars, and students in history, literature, culture, and education, A Cultural History of Education in the Renaissance presents essays that examine the following key themes of the period: church, religion and morality; knowledge, media and communications; children and childhood; family, community and sociability; learners and learning; teachers and teaching; literacies; and life histories.


2012 ◽  
Vol 44 (3) ◽  
pp. 281-289 ◽  
Author(s):  
Francis M. Epplin

One hundred and fifty years ago, the 1862 Morrill Land Grant Act was signed into law. Wise people at that time recognized that the private market for education failed to produce an efficient level of education decades before the economic theory was developed to explain that market failures reduce efficiency. The purpose of this paper is to review the history of selected events that resulted in the development of publicly funded U.S. educational institutions and to issue a challenge for our profession to do a better job of educating about the theoretical justification for using tax dollars to support university education and agricultural research and the efficiency enhancing consequences of that use.


Author(s):  
Dzhuletta V. Mikhaylova

The article deals with the problem of studying the history of organizing public education in the town of Mariupol and the district. The author seeks to trace the process of establishing the first classical secondary school for men and women, initiated by the teacher and educator Feoktist Khartakhay. The basis of the scientific research is the data on F. Khartakhay’s phased organization of process of opening educational institutions – from goal-setting to the implementation of the objective, the teaching staff of the schools, their material and technical base, academic staff, sources of funding.


Author(s):  
И. МАРЗОЕВ

В статье исследуется биография и деятельность Саукудза Кавдыновича Гуриева - выдающегося представителя научной интеллигенции Северной Осетии начала XX века, просветителя, педагога, языковеда, собирателя осетинского устного народного творчества, внесшего большой вклад в развитие национальной культуры, осетинского языка, его орфографию, грамматику, терминологию. В октябре 2017 года исполнилось 140 лет со дня рождения Г.К. Гуриева. Просветительство как главная миссия осетинской интеллигенции реализовывалось посредством основания школ, преподавательской, научной, переводческой и издательской деятельности, активного участия в благотворительных и культурно-просветительских учреждениях, направленных на поддержку образования, культуры и формирования национального самосознания осетин. Помимо основной педагогической и литературной деятельности Гуриев активно занимался просветительством. Он является составителем ряда учебников на осетинском языке для начальной осетинской школы. Гуриев внес большой вклад в сохранение - культурного наследия осетин. В течение ряда лет, путем записей от старожилов, им был собран большой сборник произведений осетинского устного народного творчества, куда вошли нартовские сказания, сказки, пословицы, поговорки. Материалы фондов Научного архива СОИГСИ, впервые введенные в научный оборот, позволили существенно уточнить биографию Гуриева, факты его просветительской и учебно-литературной деятельности. Материалы статьи способствуют более глубокому и обновленному исследованию национальной интеллигенции Северной Осетии. Изучение истории отдельных людей, локальных событий и явлений в конкретно-исторических данностях является основой реконструирования общих процессов и помогает интерпретировать социокультурное поле региона как часть социокультурной истории России. The article deals with the biography and activities of Saukudz Kavdynovich Guriev, who was an outstanding representative of the scientific intelligentsia of North Ossetia of the early 20th century, an educator, teacher, philologist, a collector of Ossetian oral folklore, he made a great contribution to the development of national culture, the Ossetian language, its orthography, grammar, terminology. October 2017 is the 140th anniversary of Guriev. Enlightenment as the main mission of the Ossetian intelligentsia was realized through founding of schools, teaching, research, translation and publishing activities, active participation in charitable and cultural-educational institutions to support education, culture and the formation of national identity. In addition to the main pedagogical and literary activity G.K. Guriev was actively engaged in enlightenment. He is the author of several textbooks on the Ossetian language for elementary school in Ossetia. Guriev contributed greatly to the preservation of the cultural heritage of the Ossetians. Over the years, through records from the old-timers, he assembled a large collection of works by the Ossetian oral folklore, Nart legends, tales, proverbs, and sayings. Materials of the funds of the Scientific archive of the North Ossetian Institute for Humanitarian and Social Studies, brought into scientific circulation, have greatly clarified his biography, facts of his educational and literary activities. The article contains data that will promote better and updated research of the national intelligentsia of North Ossetia. The study of the history of individual people, local events and phenomena in specific historical factors is the basis of the engineering of the overall processes and helps to interpret the socio-cultural field in the region as part of a socio-cultural history of Russia.


Author(s):  
Elena A. Kalinina

Libraries are the integral part of cultural history of Russia. Widespread opening of school libraries in the Russian Empire began in the early 19th century. They began opening school libraries across Russia in the beginning of the 19th century. The paper aims to show the formation and development of libraries in educational institutions of Russia in the first half of the 19th century. The research is based on legislative documents regulating the functions of activity of school libraries and archival materials on the Russian history of the 19th century.


Author(s):  
Elena V. Glukhova ◽  

The article discusses the modification of the “estate topos” of Russian sym- bolism in Andrei Bely’s memoir prose. The estates Shakhmatovo, Dedovo, Serebrianyj Kolodez played a key role in the cultural history of Russian symbolism. The peculiarity of Bely’s “estate text”, on the one hand, is that he found an original neo-mythological mode in the image of these estates, on the other hand, gave them heterotopic properties. The article shows how the tonality of his memoirs about Alexander Blok changes from the first edition in journal “Notes of Dreamers” (1922) to the last part of his memorial trilogy “The Beginning of the Century” (1932). If in the first version “Shakhmatovo” appears in neo-mythological meaning and a number of significant symbolic universals are realized, then in the latter version this way of representing the estate is practically erased. The image of Alexander Blok as a spiritual and symbolic center of estate cul- ture is changing: if originally he had the folklore features of Ivan Tsarevich, the ideal symbolist poet on a background of nature, and his wife was Tsarevna, the embodiment of Sophia the Wisdom of God, then later Blok appears as a Lord, carried away only by the issues of managing the estate, and his wife gets the features of an ordinary woman. The estate Serebrianyj Kolodez appears as a heterotopic space, and the features of the estate Dedovo are recognizable in the novel “The Silver Dove”.


2017 ◽  
Vol 20 (1) ◽  
pp. 253
Author(s):  
Elizabeth Figueiredo De Sá ◽  
Silas Borges Monteiro

UNIVERSIDADE FEDERAL DE MATO GROSSO: DA REGIONALIZAÇÃO À INTERNACIONALIZAÇÃO Resumo: ansiada pelos mato-grossenses, a Universidade Federal de Mato Grosso foi criada em 1971, após disputas e reivindicações. O presente artigo pretende revisitar a história da Universidade Federal de Mato Grosso no viés da História Cultural, com enfoque na História das Instituições Escolares, com o objetivo de compreender a representação de universidade materializada na sua criação e funcionamento até a atualidade. Para tal, como fonte foram utilizados: a coleção de Leis e Decretos, periódicos, obras memorialístas, relatórios de gestão da UFMT, Mensagens de governadores encontradas no Núcleo de Documentação e Informação da História Regional (NDIHR), na Biblioteca Estevão de Mendonça e na Reitoria da UFMT. Palavras-chave: Universidade Federal de Mato Grosso. Ensino Superior. Instituição Escolar. Educação Mato Grosso. Abstract: Yearned by Mato Grosso, the Federal University of Mato Grosso was established in 1971 after disputes and claims. This article aims to revisit the history of Federal University of Mato Grosso in bias of Cultural History, focusing on the History of Educational Institutions, in order to understand the university representation embodied in its creation and operation to the present. For this were used as source Collection of Laws and Decrees, periodicals, memorials works, UFMT management reports, Governor’s messages found on the Núcleo de Documentação e Informação da História Regional (NDIHR) in Estevão de Mendonça Library and Rectory of UFMT. Keywords: Federal University of Mato Grosso. Higher Education. Educational Institution. Mato Grosso Education.


1999 ◽  
Vol 9 (2) ◽  
pp. 215-222 ◽  
Author(s):  
Alexander Knysh

In attempting to write a religious and political history of Ḥaḍramawt in the Middle Ages one inevitably encounters a number of methodological and historiographical problems some of which will be addressed in the present article. The first arises from the overall scarcity of historical documentation on the period in question. More importantly, the sources that are available are riddled with underlying agendas and biases, which often hinge on considerations of genealogy and clannish honour. These genealogical or clannish agendas and biases are evident in the sources dealing with practically every aspect of Ḥaḍrami history. However, they are especially conspicuous in the historical texts which describe the spread of the Shāfi'ī school of law in Ḥaḍramawt, the cult of local saints and the origins of local religious and educational institutions. In my recent study of Ḥaḍramī shrines and seasonal pilgrimages, I have brought out the genealogical underpinnings of the theological polemic around the cult of local holy men and women - a polemic that grew especially intense in the first decades of our century and flared up with a vengeance during the recent civil war between the Northern and Southern parts of unified Yemen. In this paper I will demonstrate how these hidden agendas have manifested themselves in the historical accounts of Ḥaḍramī Islam with special reference to the rise of the Shāfi'ī madhhab and the dissemination of Ṣūfism.


Atlanti ◽  
2017 ◽  
Vol 27 (2) ◽  
pp. 225-233
Author(s):  
Marie Ryantová

The end of the 20th century and the beginning of the 21st century brought numerous changes to Archival science. Not only employees of different archives, but also universities, resp. educational institutions, which trains these workers, have to cope with them. Archivists will still need „traditional“knowledge of Auxiliary historical sciences or History of administration in the future, but simultaneously it will be necessary to develop a more significant specialization in information science or create directly „Cyber archival science“. Archivists should obtain at least basic knowledge of computer science or so-called History informatics, Digital humanities and Cyber security. However, the knowledge gained at the beginning of archivist’s career is not sufficient for the entire duration of its course - and so besides university education or other special trainings possibilities for further education and the expansion of professional competencies in different areas must be developed.


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