The History Of Education And The Literary Development Of The Bodo In The Brahmaputra Valley

2019 ◽  
Vol 5 (5) ◽  
pp. 32-50
Author(s):  
Dr. Oinam Ranjit Singh ◽  
Umananda Basumatary
Keyword(s):  
Social Reform ◽  
History Of Education ◽  
Reform Movement ◽  
Cultural Tradition ◽  
Early 19Th Century ◽  
Western Education ◽  
Brahmaputra Valley ◽  
History Of ◽  
New Generation

The education is regarded as the invincible element for the development of a society. Without the progress of education the rate of development index of a particular society cannot be measured. The Bodos are the single largest aboriginal tribe living in the Brahmaputra valley of Assam from the time immemorial. They possessed rich socio-cultural tradition and solid language of their own. In the early 19th century on the eve of British intervention in Assam the condition of education among the Bodos was completely in a stake. It was after the adoption of the education policy in Assam by British Government the ray of educational hope reached to the Bodos. It was undeniable fact that the Christian Missionaries also played an important role in disseminating western education among the Bodos through their evangelical objectives in view. They established many schools in the remote places of the Bodo populated areas to spread the education. Besides that the Christian Missionaries left many literary activities among the Bodos as a credit in their account. These missionary activities awaken the educated elite sections of the Bodos to promulgate social reform movement by the means of literary activities. As a consequence in the early part of the 20th century under the banner of Boro Chatra Sanmilani some of the educated Bodo youths had started to publish series of magazines like Bibar, Jenthoka and Alongbar etc. and many others. This process of literary development among the Bodos stimulated the trend of social awakening and paved encouragement to the new generation towards the path of enlightenment.

The Progressive Movement in England

1974 ◽  
Vol 24 ◽  
pp. 159-181 ◽  
Author(s):  
P. F. Clarke
Keyword(s):  
United States ◽  
Social Reform ◽  
The United States ◽  
History Of Ideas ◽  
Reform Movement ◽  
The Political ◽  
Progressive Movement ◽  
The Press ◽  
History Of ◽  
Twentieth Century America

On the centenary of the birth of C. P. Scott, the political outlook of the Manchester Guardian under his editorship was explained thus: ‘He, and those who wrote under him, thought always in terms of what he called “the progressive movement”. What was important was that those who were agreed on reforming measures should work together to secure them’. In its use of the rather imprecise label ‘progressive’, in its conception of a reform movement wider than strict party boundaries, in its distinctive flowering in the press—in all these respects the progressive movement of early twentieth-century America gives us some notion of what Scott had in mind. And indeed American historiography can, I believe, suggest valuable lines of analysis which have not been fully applied in England. Perhaps the most obvious would entail giving closer attention to the intellectuals and publicists and asking more searching questions about their role in politics. A few years ago the late Charles Mowat pointed to the broadly similar problems in social policy which Britain and the United States faced at this time; and he commented on how, despite these similarities, the history of social reform in the United States had been written with due attention to the history of ideas: in Britain, by contrast, almost exclusively in terms of political and administrative history. It would not, perhaps, be fair to extend Mowat's observation by saying that in England we purposely write history with the ideas left out.

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 Początki i rozwój szkolnictwa polskiego w Rumunii do 1939 roku

2018 ◽  
pp. 89-104 ◽  
Author(s):  
Maria Radziszewska Maria Radziszewska
Keyword(s):  
Private Education ◽  
History Of Education ◽  
Early 19Th Century ◽  
Wide Range ◽  
Language Classes ◽  
History Of ◽  
Polish Language ◽  
Training Institutions ◽  
Teachers Training ◽  
State Schools

Poles settled in present-day Romania in the fourteenth century. A subsequent influx of Polish settlers followed the fall of the Kościuszko Uprising. The aim of this study is to present the history of education in the Polish minority in Romania. The work focuses on showing various forms of educational and upbringing institutions from the early 19th century to 1939. In the analyzed period, the Poles organized mainly kindergartens and comprehensive primary and secondary schools in Bukowina (now northern Romania). They also made attempts at introducing the Polish language to teachers’ training institutions i.e. teachers’ training colleges for men and women. They established their own socio-educational societies and built Polish Houses in which they pursued a wide range of educational and cultural activities. In the Kingdom of Romania, Polish children could also attend (under certain conditions) Polish language classes in Romanian state schools. Owing to the Polish Schools in Romania, followed by the Polish School Association in Romania, Polish private education assumed various forms.

Public Administration in the Social Reform Movement

Public Voices ◽  
2017 ◽  
Vol 4 (3) ◽  
pp. 69
Author(s):  
M. Curtis Hoffman
Keyword(s):  
Public Administration ◽  
20Th Century ◽  
Social Reform ◽  
Structural Reform ◽  
History Of Ideas ◽  
Reform Movement ◽  
The Social ◽  
History Of ◽  
Reform Tradition ◽  
Hearts And Minds

At the start of the 20th century, social reform competed with structural reform for the hearts and minds of urban reformers. Public administration scholarship has long recognized P A's roots in the structural reform tradition. In contrast, P A's rela­tionship to the social reform tradition has remained obscure. This exploration in the history of ideas shows that social reform rejected many principles upon which public adminis­tration now rests, and advanced many alternative concepts in their stead.

scholarly journals The History of Feminism and Doing Gender in India

2018 ◽  
Vol 26 (3) ◽  
Author(s):  
Rekha Pande
Keyword(s):  
Women's Studies ◽  
Social Reform ◽  
Women's Movement ◽  
Historical Background ◽  
Reform Movement ◽  
Doing Gender ◽  
Close Link ◽  
Women’S Studies ◽  
Moral Philosophies ◽  
History Of

Abstract: The present paper looks at the historical background of the rise of feminism and women’s movement and doing gender in India. Not only in India but all over the world there has been a close link between feminism and the women’s movement, each inspiring and enriching the other. In the Indian context, while the women’s movement is a much earlier phenomenon, the term Feminism is a modern one. Feminism comprises a number of social, cultural and political movements, theories and moral philosophies concerned with gender inequalities and equal rights for women. In the pre-independence era, the women’s movement began as a social reform movement in the 19th century. At this time, the western idea of liberty, equality and fraternity was being imbibed by our educated elite through the study of English and the contact with west. This western liberalism was extended to the women’s question and was translated into a social reform movement. In the post-Independence period during the first few decades, the major concern was for overall economic growth. This was immediately followed by another decade, which witnessed an increased concern for equity and poverty alleviation. Gender issues were subsumed in poverty related concerns and there were no such specific programs, which aimed at women. In the post-independence period, the women’s movement has concerned itself with a large number of issues such as dowry, women’s work, price rise, land rights, political participation of women, Dalit women and marginalized women’s right, growing fundamentalism, women’s representation in the media etc. and a large number of Non-Government organizations have taken up this issue. Women’s studies and now Gender studies is also an off shoot of the long history of women’s movement in India. Various women’s studies Centres have been set up and today again these are at the brink of disappearing from the radar and there is a struggle which is now going on. Though a lot needs to be achieved and there are various impediments in making this reality available to a large section of women, the women’s movement has brought women’s issues center stage and made them more visible.

scholarly journals Dr Jerzy Teofil Szews (1925–2016) nauczyciel akademicki, biografista, badacz dziejów oświaty i wychowania Pomorza Gdańskiego

2018 ◽  
pp. 135-144
Author(s):  
Józef Żerko
Keyword(s):  
Secondary Schools ◽  
19Th Century ◽  
History Of Education ◽  
Student Organization ◽  
Early 19Th Century ◽  
Academic Degree ◽  
University Professor ◽  
History Of ◽  
Doctor Of Philosophy ◽  
The University

Jerzy Teofil Szews, Ph.D. (1925-2016): a university professor, a biographer, a historian studying education and upbringing in Gdansk Pomerania Jerzy Teofil Szews, Ph.D., was born in Gniezno in 1925. After studies at the Poznań University he worked as a teacher in secondary pedagogical schools in Szklarska Poreba, Lebork, and Wejherowo. Following his academic degree of Doctor of Philosophy in 1967 from the Pedagogical University in Gdansk, he was a professor at the Pedagogical University and the University of Gdansk. He was an eminent biographer, a researcher of ‘the unknown history’ concerning Germanisation of the Polish youth in West Prussia’s secondary schools. He also studied the history of the Philomath Society (a secret Polish student organization operating in the early 19th century in Vilnius under Russian occupation), the beginnings of the secret scouting movement in the Pomerania-upon-Vistula Region (an area south of Gdansk, including Bydgoszcz and Torun), and the history of education and upbringing in Gdansk Pomerania. He wrote 11 books and hundreds of articles.

scholarly journals THE PESANTREN’S MODEL OF RESISTANCE AND TRANSFORMATION IN THE DYNAMICS OF SOCIAL CHANGE IN INDONESIA

2018 ◽  
Vol 1 (1) ◽  
Author(s):  
Apipudin Apipudin
Keyword(s):  
Social Change ◽  
Education System ◽  
Educational Institution ◽  
History Of Education ◽  
Western Education ◽  
Adaptive Models ◽  
History Of ◽  
Depth Interviews

Social change is an integral phenomenon in every society. The dynamics of social change present a phenomenon of a society or a part of society that is eroded by change; some are immersed in the flow of change, some exercise resistance measures, and some are even able to contribute to the dynamics of social change by conducting transformation. Pesantren, as one of the oldest Islamic educational institution, demonstrates efforts of defense and transformation as a form of adaptation towards social change. The history of education in Indonesia cannot be separated from the role and contribution of pesantren. In its development, Indonesian education which adopted modernization of western education shifted pesantren to become an additional alternative educational institution, rather than primary institution it used to be. However, the most recent development shows a return of pesantren’s presence and contribution as a significant alternative for education system in Indonesia. This cannot be separated from the fact that the pesantren has applied a model of adaptation. The purpose of this research is to analyze diversity of adaptive models in three pesantrens in Java. With methods of observation and in-depth interviews in three pesantrens which are Cidahu in Pandeglang, Banten; Langitan in Tuban, East Java; and Darul Ulum in Jombang, East Java, this research confirms that adaptive models of pesantren have created diversity in pesantren models. However, through this diversity it is still evident that the pesantren is a model of typical Indonesian education.

scholarly journals “We Speak for Those who Cannot Speak for Themselves”

2018 ◽  
Vol 105 (2) ◽  
pp. 143-159
Author(s):  
Kevin Woodger
Keyword(s):  
United States ◽  
Social Reform ◽  
The United States ◽  
Reform Movement ◽  
Late Nineteenth Century ◽  
Moral Reform ◽  
Working Classes ◽  
History Of ◽  
Late Nineteenth ◽  
The City

This article examines the history of the Toronto Humane Society [THS] from 1887 to 1891. It argues that the THS drew on the discourses of earlier Humane Societies and SPCAs in Britain and the United States and concludes that, like other animal welfare organizations, the THS saw the moral reform of the working classes as one of its primary duties. To do this, the Humane Society is linked to the larger moral and social reform movement that permeated the city in the late-nineteenth century. Dominated by members of Toronto’s middle class, the THS inordinately targeted workers in its efforts to spread humane sentiments throughout the city.

A history of education.

1897 ◽  
Author(s):  
F. V. N. Painter
Keyword(s):  
History Of Education ◽  
History Of
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