scholarly journals Eastern Philosophy Of Education And Educational Policy: Features And Priorities

Author(s):  
Ravshan Mardonov ◽  

Based on the study of philosophical and pedagogical literature, the article analyzes the features of the philosophy of education, the educational system and educational policy of Eastern countries, using the example of Japan and China. The conclusion is substantiated that the western and eastern systems of education coexist in addition to each other. The East needs knowledge and information. The West needs wisdom and education.

2015 ◽  
Vol 3 (2) ◽  
pp. 256-261
Author(s):  
Zaka Rauf ◽  
MUSA YUSUF

Attempts of undue separation of the philosophy of education and curriculum theory and development in the teaching of systematic functional education have been seriously criticized. This has been so because it is not in the best interest in the teaching of an intelligent and national curriculum which forms the bedrock to the development of a truly vibrant educational system in Nigeria. This paper, therefore, is an attempt to investigate the relevance of the philosophy of education to the development of an intelligent curriculum which is imperative to the teaching of functional education in the technical, the sciences, the humanities and social sciences towards the revitalization of the Nigerian educational sector. 


2014 ◽  
Vol 2013 (1) ◽  
pp. 3-14 ◽  
Author(s):  
Kalerante Evagelia

AbstractThe present paper is involved with the Pedagogical faculties’ students’ critique on the current educational system as it has been altered after 1981. The research was carried out utilizing both quantitative and qualitative tools. Students-voters participated in the interviews whereas active voters were difficult to be located to meet the research requirements. The dynamics of the specific political party is based on a popular profile in terms of standpoints related to economic, social and political issues. The research findings depict the students’ strong wish for a change of the curricula and a turn towards History and Religion as well as an elevation of the Greek historic events, as the History books that have been written and taught at schools over the past years contributed to the downgrading of the Greek national and cultural identity. There is also a students’ strong belief that globalization and the immigrants’ presence in Greece have functioned in a negative way against the Greek ideal. Therefore, an overall change of the educational content could open the path towards the reconstruction of the moral values and the Greek national identity.


2011 ◽  
Vol 31 (1) ◽  
pp. 69-86 ◽  
Author(s):  
Iqbal Singh Sevea

This article examines Muhammad Iqbal’s critique of contemporary approaches towards Muslim education. In his writings, poetic and prose, Iqbal took on both the traditional religious authorities who administered the Madrasas and the modernists associated with the Aligarh College for failing to provide an education that was true to the ‘national character’ and to develop a synthesis of Islamic and western knowledge. While the former were criticised for ignoring modern intellectual developments, the latter were attacked for being intellectually captive to the West. At a broader level, this article employs Iqbal as a foil to debates over the empowering potential of western education. Iqbal’s views are examined against the background of attempts by Muslim intel-lectuals to negotiate between the adoption of a universal modern education and the development of an educational system that kept Muslims grounded in Islam and their ‘national character’. These negotiations took on a number of shapes, pedagogical and polemical as well as theological.


2021 ◽  
Vol 41 (3) ◽  
pp. 219-238
Author(s):  
Astrid Lenvik ◽  
Elisabeth Hesjedal ◽  
Lise Øen Jones

Norwegian educational policy focuses on inclusive, equivalent, and adapted education for all. We followed procedures for an inductive thematic approach to explore the educational experiences of seventeen gifted students (age twelve – fifteen). The inductive thematic analysis revealed three key themes: the educational system, the joy of learning, and problematic issues concerning school and learning. Our results are discussed in light of educational policy and Gagné’s Differentiated Model of Giftedness and Talent, and indicate that the Norwegian educational system does not meet these gifted students’ needs at either the individual or systemic levels. This study is vital for gaining a better understanding of the Norwegian perspective as well as the wider Nordic setting.


Author(s):  
Dr. Hazarat Ali Seikh

Aurobindo Ghosh was a multifaceted genius – a great philosopher, a freedom – fighter, an eminent educationist and a true Yogi. He started his journey as a political thinker and became a spiritual integralist. He showed us the path to the highest spiritual growth. His educational philosophy was based on his philosophy of life i.e., on brahmacharya, practice of Yoga and spiritual penance. He believed in integral education, based on his philosophy of education, leading man to the fullest extent through harmonious development of his self – physical, vital, mental, psychic and spiritual. He translated his ideals into a system of education through his Pondicherry Ashram School, now named as Auroville.


2020 ◽  
Vol 69 (1) ◽  
pp. 421-425
Author(s):  
B.D. Sydykhov ◽  
◽  
A.B. Kassiyetova ◽  
N.B. Dikambay ◽  
◽  
...  

The article discusses some theoretical and methodological problems of using the digital educational resources of a future teacher. The study determines that the integrated use of the capabilities of information and telecommunication technologies in education can be achieved through the development and use of multifunctional digital educational resources that meet the current needs of the educational process, the features of the content, teaching methods and forms. The authors in the article, analyzing the scientific and pedagogical literature, the authors strive to show the direction of the introduction of digital educational resources in the educational process and the psychological principles of development necessary for their description and use, as well as the basic requirements of the educational system in digital educational resources.


2020 ◽  
Vol 26 (9) ◽  
pp. 68-74
Author(s):  
T. Sharenkova ◽  
◽  
K. Tarabarko ◽  

The study is devoted to the problems of education, since education is a strategic area, as it forms public consciousness and a system of values. According to the authors, the importance of education and the importance of its reform should not be underestimated, since the goals, content of education and the degree of its impact on all respondents of the educational process determine the present and future of society. The reform process in this area currently covers all countries and states without exception. Education reflects the general dynamics of integrating intellectual property into market relations and becomes an integral part of the “consumer society”. The subject of this research is the educational policy of the Chinese leadership. If earlier the countries of the East paid attention and borrowed a lot from the West - the market economy, political systems, as well as the education system, now, in the 21st century, on the contrary, the countries of the West are studying the East. According to the authors, despite the variety of works devoted to the problems of education considered in the article, the experience of China currently requires a deeper study and rethinking. The Chinese government prioritizes education, closely linking the economic success of society with education reforms. In this regard, the topic of this article seems to be very relevant. The research methodology is based on a combination of descriptive and structural analysis. This article examines the micro and macro trends in the development of education in China in the near future, which is the practical significance of the study. The authors conclude that the measures taken by the leadership of the PRC in the field of education are very successful and can be useful for overcoming the systemic crisis in education in Russia. Today, in the opinion of many scientists, in the context of globalization, the convergence of the eastern and western education systems will contribute to a paradigm shift: the technocratic vector of education will be replaced by an anthropological one, and the main resource of the educational process will be the eastern philosophy and the educational system of Asian countries, in particular China. The analytical base of the study includes legislative and regulatory acts, materials from periodicals, a review of scientific articles by experts in the field of education


Author(s):  
John G. Rodden

In the fall of 1990, a hit movie comedy opened to packed houses in eastern German theaters. Go, Trabi, Go!—the producers gave the film an English title—celebrated with rollicking Weltschmerz the misadventures of Georg, a hapless baby-blue Trabant 601—whose jinxed capers make him the undeniable screen successor to Herbie, the Disney VW Beetle of the 1960s. Georg stalls pitifully on the Autobahn, is shorn of his bumper in Munich traffic, is robbed of all four tires by pranksters during a camping stop, and even gets mistaken for scrap near an auto junkyard, an obvious metaphor for the DDR running out of gas—as it lurches toward unity. Go, Trabi, Go! begins with DDR German teacher Udo Struutz deciding to fulfill a long-deferred dream: his first journey to the West will be to travel from his hellhole hometown of industrial Bitterfield, the dirtiest city in all of Eastern Europe, to balmy Naples, thereby tracing the footsteps of his beloved Goethe, whose Italian Journey recorded his own (less quixotic) southern pilgrimage from Weimar in the 1780s. Herr Struutz packs his wife and daughter into little Georg, a family member for 20 years whom Herr Struutz lovingly wipes down with his own washcloth. “See Naples and Die!” scrawls Herr Struutz on Georg’s trunk, recalling Goethe’s clarion call to self-actualization: “Sterbe und werde!” (“die and become!”). The adventure turns out to be a story of Innocent Ossis Abroad and their psychological collision with the West. Numerous scenes in Go, Trabi, Go! allude to the region’s plight: putt-putting along on the Autobahn, little Georg strains to do his maximum speed of 60 mph as contemptuous Mercedes-Benzes, Porsches, and BMWs fly by; broken-down in Bavaria, Georg costs the Struutz family a steep (an outrageously inflated) price for repair, which the intrepid socialist entrepreneurs earn by charging curious Bavarians DM 5 for a “Trabi Peep Show” and a five-minute joy ride in Georg. Reassuringly, the Struutz family eventually does reach its destination, albeit with the accident-prone but indomitable Georg—now minus his top—as a breezy convertible.


2020 ◽  
Vol 15 (2) ◽  
pp. 63-71
Author(s):  
Ranjana Banerjee

Since the 19th century, many writers and poets have shown interest in the spiritual values of the East, including India. Buddhism, the religious and philosophical teachings of Gautam Buddha, emerged in India in the First Millennium BC as a reaction against dogmas. It attracted the special attention of many Russian writers, from Leo Tolstoy to the most popular contemporary postmodernist writer, Victor Pelevin; often has been the subject of their creative work. The eminent writer from Siberia, Vsevolod Ivanov, holds a special place among these writers. Throughout his life, he engaged himself in the study of India and Indian spiritual teachings, including Buddhism. His admiration for Eastern philosophy (especially Buddhism) in all probability stemmed from the unique location of his Eurasian native land, which was the merging point of European and Asian culture. In the troubled years of early twentieth century, Vsevolod Ivanov was looking for a solution to the problems of the West (Russia) in Eastern philosophy, and some of his works were woven around this topic. The story “The Return of the Buddha” is one of them. The story deals with the physical and spiritual journey of a few during the turbulent times of the Civil war in Russia. The statue of Buddha is perceived in different ways by the characters accompanying it. For some, the statue signifies the supreme spiritual power, and for others, it is just one of the objects of the material world.


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