scholarly journals BENGALI MUSLIM WOMEN IN “ZENANA” EDUCATION SYSTEM: A HISTORICAL STUDY IN THE BRITISH PERIOD

2015 ◽  
Vol 54 (2) ◽  
pp. 11-31
Author(s):  
Md. Abdullah Al Masum
Keyword(s):  
Middle Ages ◽  
Education System ◽  
Muslim Women ◽  
Historical Study ◽  
Home Education ◽  
Cultural Education ◽  
Alternate Form ◽  
System A ◽  
Long Time ◽  
Source Materials

During the British period, there were different kinds of education system to make the retreated women society of Bengal into a leading class. “Zenana” education is one of its education processes. The word, “Zenana” derives from Persian and means “Harem” or inside the household. So, the education system of those women who live in Harem is called “Zenana” education system. Generally, the introduction of home education for the Bengali women began from the middle ages. But the “Zenana” education is the alternate form of the instruction of concealed women which was different from the existing home education system. This cultural education was initiated by the Christian Missionaries in the earlier part of nineteenth century. Later on, the Hindu society of Bengal also took part in it. But neither the opportunity nor the eagerness of taking Zenana Education continued among the Muslim women for a long time. “Dhaka Muslim Friendship Congress” which was established in 1883 started bringing into practice the “Zenana Education” among Muslim women. Later on the British government began patronizing the Zenana education for the Muslim women alongside the Hindu. The present paper examines the rise and development of Zenana education in the Muslim women society in Bengal from 1883 to 1933 on the basis of contemporary official, demo-official source materials. In addition, this paper will brief the reason of abolition of Zenana education system in 1933.

scholarly journals Multi-Religious Affairs Under the Muslim Legal System: A Historical Study of Umar’s Transformative Approaches in Islamicjerusalem after the First Muslim Conquest (637CE)

2018 ◽  
pp. 370-375
Keyword(s):  
Legal System ◽  
Research Methodology ◽  
Legal Aspects ◽  
Historical Research ◽  
Religious Communities ◽  
Historical Study ◽  
Research Methodologies ◽  
System A ◽  
The People ◽  
Long Time

For a long time Islamic Jerusalem (Bayt al-Maqdis) has seem to be a vulnerable region attracting attention from various parties. With the coming of the Muslims to liberate Islamicjerusalem in 637CE, the situation inside and outside the territory seems to have experienced various kinds of approaches. The first Muslim conquest of Islamicjerusalem led by cUmar (13-23 AH/ 634-644 CE) brought certain legislative indications, mentioned through cUmar’s Assurance of Amān (Safety) for the people of Aelia. Accordingly, this research attempts to examine transformative approaches adopted by Umar in implementing Muslim legal system within multi-religious communities in Aelia (Islamicjerusalem) due to the first Muslim conquest. This research employed inter-disciplinary research methodologies. While, historical research methodology is widely used to investigate significant historical facts and records during Umar’s period, Islamic research methodology is also be employed to provide a basis of Muslim understandings towards the implementation of concept of sovereignty. The study found that Umar attempted to implement the Muslim law in Islamic jerusalem with transformative mind and subtle approach. He always initiated changes with full respect for others’ beliefs. Umar had also showed a strong commitment to implementing it over the people of Islamic jerusalem away from any kind of oppression and maltreatment. This study concludes that Islamic jerusalem after the first Muslim conquest could also be the best model in representing the implementation of the Muslim legal aspects of sovereignty within the multi-religious and multi-cultural communities, where Muslims only formed the minority.

Rethinking the notion of the high-performing education system: A Daoist response

2021 ◽  
pp. 174549992098369
Author(s):  
Charlene Tan
Keyword(s):  
Education System ◽  
Large Scale ◽  
Alternative Interpretation ◽  
Educational Systems ◽  
Education Systems ◽  
High Performing ◽  
Mutual Learning ◽  
System A ◽  
High Performers ◽  
Major Implication

This article challenges the dominant notion of the ‘high-performing education system’ and offers an alternative interpretation from a Daoist perspective. The paper highlights two salient characteristics of such a system: its ability to outperform other education systems in international large-scale assessments; and its status as a positive or negative ‘reference society’. It is contended that external standards are applied and imposed on educational systems across the globe, judging a system to be high- or low- performing, and consequently worthy of emulation or deserving of criticism. Three cardinal Daoist principles that are drawn from the Zhuangzi are expounded: a rejection of an external and oppressive dao (way); the emptying of one’s heart-mind; and an ethics of difference. A major implication is a celebration of a plurality of high performers and reference societies, each unique in its own dao but converging on mutual learning and appreciation.

Byzantine Religious Law in Medieval Italy

2021 ◽  
Author(s):  
James Morton
Keyword(s):  
Middle Ages ◽  
Canon Law ◽  
Eleventh Century ◽  
Southern Italy ◽  
Historical Study ◽  
Norman Conquest ◽  
Medieval Italy ◽  
Religious Law ◽  
History Of ◽  
Byzantine Church

This book is a historical study of these manuscripts, exploring how and why the Greek Christians of medieval southern Italy persisted in using them so long after the end of Byzantine rule. Southern Italy was conquered by the Norman Hauteville dynasty in the late eleventh century after over 500 years of continuous Byzantine rule. At a stroke, the region’s Greek Christian inhabitants were cut off from their Orthodox compatriots in Byzantium and became subject to the spiritual and legal jurisdiction of the Roman Catholic popes. Nonetheless, they continued to follow the religious laws of the Byzantine church; out of thirty-six surviving manuscripts of Byzantine canon law produced between the tenth and fourteenth centuries, the majority date to the centuries after the Norman conquest. Part I provides an overview of the source material and the history of Italo-Greek Christianity. Part II examines the development of Italo-Greek canon law manuscripts from the last century of Byzantine rule to the late twelfth century, arguing that the Normans’ opposition to papal authority created a laissez faire atmosphere in which Greek Christians could continue to follow Byzantine religious law unchallenged. Finally, Part III analyses the papacy’s successful efforts to assert its jurisdiction over southern Italy in the later Middle Ages. While this brought about the end of Byzantine canon law as an effective legal system in the region, the Italo-Greeks still drew on their legal heritage to explain and justify their distinctive religious rites to their Latin neighbours.

scholarly journals Introdução a história da educação especial

2016 ◽  
pp. 249
Author(s):  
Zilma Aparecida dos Santos Soares ◽  
Ana Lídia Pateis Patez
Keyword(s):  
Special Education ◽  
Middle Ages ◽  
Ancient Egypt ◽  
Education History ◽  
Inclusive Process ◽  
Exclusive Process ◽  
Common Definition ◽  
Long Time ◽  
Privileged Class ◽  
Teaching Learning

INTRODUÇÃO: Esse trabalho, propôs-se a realizar um breve levantamento sobre a História da Educação Especial e Inclusão em épocas e contextos diferentes: tempos primitivos, idade média, moderna, contemporânea…A história através da literatura, nos traz algumas revelações. No Egito antigo, por exemplo, há mais de cinco mil anos, muitas pessoas com deficiências, faziam parte da classe privilegiada: faraós, nobres, altos funcionários, artesãos, agricultores, e até escravos. As artes egípcias, deixam claras essas informações, sejam pelas construções (pirâmides), túmulos, múmias…MATERIAIS E MÉTODOS: Embasamos e fundamentamos nosso estudo, em bibliografias, audição de entrevistas, ¨sites¨, etc. RESULTADOS e DISCUSSÃO: O processo inclusivo-exclusivo, há muito existe e continua sendo temas de ¨combates¨, nos campos: dialógico (Freire) bem como nos debates legalistas dos três poderes: Executivo, Legislativo, Judiciário (políticos jurídicos). Agradecimento: SobreTudo: Deus. Família. Àqueles que direta e/ou indiretamente contribuem a cada dia no processo de aprendizagem-ensino-aprendizagem. À Adm Predial/FE/Unicamp, pelo apoio. Ao VI SIMTEC/GGBS por mais essa oportunidade. Conclusão: Percebe-se no entanto, como relata Odom e Diamond (1998, p. 5), ̈não há uma definição comum sobre inclusão ̈. Dentre os pontos positivos: as discussões/reflexões relacionadas ao processo inclusivo, têm despertado a atenção da sociedade para a importância de pôr em prática os direitos dessa população, por séculos negados. Referências: SANTOS, Z.A., PATEIS. A.L. - Anais do IV SIMTEC - Simpósio de Profissionais da Unicamp: Conhecimento e experiência: reconhecendo fronteiras e construindo pontes. Título: Acessibilidade e a pessoa com deficiência: qual o seu olhar? 6 e 7 de novembro de 2012. Campinas, SP.Abstract: Introduction: This work proposed to carry out a brief survey on the Special Education and Inclusion&";s History in different times and contexts: primitive times, middle ages, modern ages, contemporary ages... The history through literature bring us some revelations. In the Ancient Egypt, for example, more than 5,000 years ago, many people with disabilities were part of the privileged class: pharaohs, nobles, high officials, artisans, farmers, and even slaves. The Egyptian arts make this information clear, whether by buildings (pyramids), tombs, mummies... MATERIALS AND METHODS. We based and grounded our study in bibliographies, interview listening, websites, etc. RESULTS and DISCUSSION: The inclusive-exclusive process exists for a long time and keep on being topic of "fights" in fields: dialogic (Freire) as well as the legalistic debates of three powers: Executive, Legislative, Judiciary (legal politics). Thank You: Especially: God. Family. To those who directly and/or indirectly contribute every day to the learning-teaching-learning process. To building administration/FE/Unicamp, by the support. To VI SIMTEC/GGBS for one more opportunity. Conclusion: We can observe, though, as reported by Odom and Diamond (1998, page 5), "there is no common definition about inclusion". Among the positive points: the discussions/reflections related to the inclusive process have awakened the society&";s attention for the importance of putting into practice this population&";s rights, denied for centuries. References: SANTOS, Z.A., PATEIS. A.L. - Anais do IV SIMTEC - Simpósio de Profissionais da Unicamp: Conhecimento e experiência: reconhecendo fronteiras e construindo pontes. Título: Acessibilidade e a pessoa com deficiência: qual o seu olhar? November 6-7, 2012. Campinas, SP.Keywords: SPECIAL EDUCATION HISTORY/INCLUSION AND EXCLUSION/EDUCATIVE PRACTICES 

scholarly journals The Role of Education in Socio-cultural Development of the Yakut Region in the Second Half of XIX – Early XX Centuries

2020 ◽  
pp. 105-108
Author(s):  
Agrafena Innokentyevna Makarova
Keyword(s):  
Education System ◽  
Local Population ◽  
Cultural Development ◽  
The State ◽  
Educational Institutions ◽  
Cultural Life ◽  
Archival Documents ◽  
Long Time ◽  
State Educational

Based on archival documents and previously pub-lished materials, an attempt is made to show the role of the pre-revolutionary education system in the socio-cultural development of the Yakut region. Si-beria was a place of exile for a long time and the state was in no hurry to develop education here. But the liberal reforms of 1860–1870 created the prereq-uisites for the development of the education system. The paper shows the formation and development of educational institutions in the region, provides in-formation on the number of schools and the number of students. The role of political exiles in raising the general cultural level of the local population is also revealed. The author comes to the conclusion that in the Yakut region, thanks to the state educational policy on education of foreign suburbs and public initiative, primary and then secondary educational institutions begin to open, which have had a signifi-cant impact on the socio-cultural life of the region.

scholarly journals INTELLIGENT VOICE-BASED E-EDUCATION SYSTEM: A FRAMEWORK AND EVALUATION

2010 ◽  
pp. 327-334
Author(s):  
Ambrose Azeta ◽  
Charles K. Ayo ◽  
Aderemi Aaron Anthony Atayero ◽  
Nicholas Ikhu-Omoregbe
Keyword(s):  
Education System ◽  
User Satisfaction ◽  
Visually Impaired ◽  
Learning Objects ◽  
Usability Study ◽  
Web Based ◽  
System A ◽  
Autonomous Decision ◽  
E Learning ◽  
Phone Access

Voice-based web e-Education is a technology-supported learning paradigm that allows phone-access of learners to e-Learning web-based applications. These applications are designed mainly for the visually impaired. They are however lacking in attributes of adaptive and reusable learning objects, which are emerging requirements for applications in these domain. This paper presents a framework for developing intelligent voice-based applications in the context of e-Education. The framework presented supports intelligent components such as adaptation and recommendation services. A prototype Intelligent Voice-based E-Education System (iVEES) was developed and subjected to test by visually impaired users. A usability study was carried out using the International Standard Organization’s (ISO) 9241-11 specification to determine the level of effectiveness, efficiency and user satisfaction. Report of our findings shows that the application is of immense benefit, based on the system’s inherent capacity for taking autonomous decision that are capable of adapting to users’ requests.

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