scholarly journals DETERMINATION OF OPTIMAL WAYS TO CONTROL AND EVALUATE STUDENTS' KNOWLEDGE IN THE HISTORY OF KAZAKHSTAN LESSONS WITHIN THE FRAMEWORK OF THE UPDATED EDUCATIONAL PROGRAM

2021 ◽  
Vol 68 (1) ◽  
Author(s):  
S. Apasheva ◽  
◽  
S. Mamraimov ◽  
Keyword(s):  
Education System ◽  
Educational Program ◽  
Evaluation System ◽  
Traditional Education ◽  
Assessment System ◽  
Self Assessment ◽  
Traditional System ◽  
Modern Education ◽  
Education Aspirations ◽  
History Of

We see differences between the traditional education system and the assessment system based on the modern updated educational program. In the traditional system of education is only the level of knowledge and progress in the modern education system evaluates the level of self-search, self-education, aspirations of the student. Therefore, the process of assessment in the modern education system is quite a complex process, since in modern pedagogical culture there are no formed ideas about the concepts of self-assessment, self-education, self-search, and most importantly-self-assessment. The article describes in detail the optimal approaches and methods for monitoring and evaluating students ' knowledge in history lessons within the framework of the updated educational program by comparing it with the 5-point (evaluation) system of traditional education.

scholarly journals Indonesia Education Today: Dating Back Its History of Islam and Imparting European Education System

2016 ◽  
Vol 12 (5) ◽  
pp. 179
Author(s):  
Imron Wakhid Harits ◽  
Stefan Chudy ◽  
Alena Juvova ◽  
Pavla Andrysova
Keyword(s):  
Education System ◽  
Participant Observation ◽  
Boarding Schools ◽  
Colonial Era ◽  
Traditional System ◽  
Modern Education ◽  
History Of ◽  
Education Today ◽  
European Education ◽  
Two Sides

<p>History of education in Indonesia dates back with its multicultural notion and acculturation since many years ago from Hindu Empire till the Islamic ruler. Later on in the colonial era, European education system gave much influence in Indonesia modern education. It was as if two sides of coin, the coming of European countries, such as Portugal and Dutch in Indonesia carried out lot of miseries on the other hands it also contributed to foster of modern education system in Indonesia. This paper is aimed to examine the influence of Islam and Europe influences to Indonesia Education. Modern Islamic Boarding Schools and Muhammadiyah (name of the biggest Modern Islamic Organization in Indonesia) Schools are the typical of the combination between European and Islamic education system synergy. The ethnography method with the participant –observation is used to get the dept observation and identification of the two different cultural contexts. Although, Many Modern Islamic Boarding Schools or Modern Pesantren and Muhammadiyah Schools have been risen up in Indonesia today, otherwise Pesantren with its traditional system are still existed in Indonesia.</p>

scholarly journals PERGURUAN THAWALIB PADANG PANJANG IN THE PERSPECTIVE OF EDUCATIONAL HISTORY 1912 - 1926

2020 ◽  
Vol 6 (1) ◽  
pp. 33-54
Author(s):  
Harmonedi Harmonedi
Keyword(s):  
Education System ◽  
Classical System ◽  
Traditional Education ◽  
Educational History ◽  
Modern Education ◽  
The People ◽  
Library Studies ◽  
History Of ◽  
Conducting Research ◽  
Main Figure

Perguruan Thawalib Padang Panjang has contributed greatly to the nation. The history of its establishment cannot be separated from Surau Jembatan Besi. To uncover this problem the authors conducted research under the title " Perguruan Thawalib Padang Panjang in the Perspective of Educational History 1912-1926". This research aims at revealing the history of Perguruan Thawalib Padang Panjang, and its work in education. it is qualitative research through library studies. After conducting research, it was revealed that Surau Jembatan Besi, is used to implement the traditional education system, turned into Thawalib Padang Panjang, It implements a modern education system. The modernization of education is motivated by the demands of the people who need a noble, intelligent, critical, skilled generation. The renewal efforts carried out is to encourage the students with critical thinking, independent in opinion and skilled the organization, implementing classical system education, establishing teacher handbooks, and developing curriculum. The main figure in the modernization of education in Thawalib Padang Panjang is Sheikh Abdul Karim Amrullah, a charismatic cleric who has been in touch with modernization movements in the Middle East.

scholarly journals Pedagogy as Education to Active Thinking

2020 ◽  
Vol 54 ◽  
pp. e054009
Author(s):  
Gianluigi Segalerba ◽  
Oleg Yurievich Latyshev-Maysky
Keyword(s):  
Education System ◽  
John Dewey ◽  
Paulo Freire ◽  
Traditional Education ◽  
Common Point ◽  
The Self ◽  
Social Construct ◽  
Dominant Class ◽  
Traditional System ◽  
Political Foundations

   In our study, we analyse some reflections contained in the education thought of John Dewey, Paulo Freire and Peter McLaren. The three thinkers, with mutually different methods, have, in our opinion, as common point the intention to show that no education system is neutral in relation to the way in which societies are organised: all systems of education aim at the constitution of a particular kind of society through the formation of a corresponding mentality in the individuals. The ethical and political foundations of a society are mirrored in the education system: any reform of the society should, therefore, begin with the reform of the education system; furthermore, any reform of the society cannot be effective unless it is founded on the reform of education.  As regards Dewey’s observations, we concentrate our attention on his criticism of any education system based on the passivity of pupils and on the massification of students: Dewey steadily pleads for a system of education aiming at the individualisation of pupils. As regards Freire’s meditation, we point out Freire’s uncovering of the oppression exercised against the subaltern classes through the traditional education systems: the constant relegation of pupils of the oppressed classes to a condition of total passivity, which is the aim of the system of education described by Freire as the banking concept of education, destroys any sense and aspiration to autonomy in the pupils themselves. Self-depreciation of pupils is the result of the traditional system of education. McLaren points out that a correct system of education should have as its own aim the self-transformation and the empowerment of the students: educators ought to uncover the relations holding between knowledge, which is always a social construct, and the interests of the dominant class. 

scholarly journals Pesantren: Genealogi, Dinamika, dan Nasionalisme

1970 ◽  
Vol 1 (01) ◽  
pp. 137-153
Author(s):  
Jamil Abdul Aziz
Keyword(s):  
Education System ◽  
Traditional Education ◽  
Modern Education

This paper adresses  three things related to  pesantren (Islamic traditional education system) in Indonesia. First, elements genealogy: the origin of the emergence of multicultural pesantren in Indonesia. Second, the dynamic elements of pesantren education from time to time, how schools are able to maintain growth and existence amidst currents of modern education is increasingly passionate. Third, what are the key elements of pesantren, especially developed nationalizm by kyai Nahdliyin, so as to print the generation that participated guarding the integrity of the Unitary Republic of Indonesia (NKRI).

scholarly journals Historical and pedagogical works of G. Gubaidullin as a result of his social and pedagogical activity

2020 ◽  
pp. 79-84
Author(s):  
R.Sh. Malikov ◽  
A.F. Miftakhov
Keyword(s):  
Cultural Values ◽  
20Th Century ◽  
Education System ◽  
Political Life ◽  
Young Generation ◽  
Educational Work ◽  
National Education ◽  
Modern Education ◽  
The Past ◽  
History Of

The relevance of the study consists in the fact that pedagogical thought, experience of teaching and upbringing of many generations and of multinational people made it possible to create a modern education system in Russia. An appeal to the pedagogical thought of enlighteners of the past and a critical rethinking of the historical experience of organizing education will contribute to improving the quality of education and achieve better results in educating the young generation. Turning to the history of pedagogical thought and upbringing experience will reveal the pedagogical values that have been forgotten, but are relevant for modern education, which will expand our ideas about the great thinkers of the past. Modern education reforms actualize the need to refer to the past experience of organizing training and education, as well as pedagogical thought, which will prevent numerous mistakes in the education system. The pedagogical thought of the great enlighteners of the past has always been and remains relevant at all times, for their correctness has been proven by time. The pedagogical thought and practice of education during the period of historical changes in Russia in 1920-30-s are of particular relevance. During this period of historical development of social and political life, the education system is also radically changing, which is significant for its great thinkers and educators who are called upon to organize education, instill cultural values in the young generation, and reveal all the wealth and effectiveness of national education. The problem of the research is to study the pedagogical heritage and practical activities of the educators of the early 20th century, in particular, G. Gubaidullin, who left a bright trace in the history of Tatar pedagogical thought. The purpose of the research is to reveal the practical pedagogical activity of the Tatar educator G. Gubaidullin, which was later theoretically generalized and reflected in pedagogical essays. In the course of the research the following methods have been applied: study of archival materials, manuscripts, theoretical literature; comparison of the pedagogical heritage of the past and the modernity; analysis of practical activities and pedagogical heritage of the educator; induction and deduction. The research results and key conclusions are the following: the pedagogical idea and experience of educating the young generation at the beginning of the 20th century have been proposed on the example of creativity and activities of the Tatar educator and teacher G. Gubaidullin for studying pedagogical educational institutions, the history of Pedagogy and education, theory and methods of educational work in the direction of preparation of 44.03.01 «Pedagogical education».

scholarly journals Features of designing tutors for education master's training

2021 ◽  
Vol 113 ◽  
pp. 00003
Author(s):  
L.V. Goryunova ◽  
E.V. Polyakova
Keyword(s):  
Education System ◽  
Educational Program ◽  
Educational Process ◽  
Modular Approach ◽  
Training Curriculum ◽  
Training Design ◽  
Factors Affecting ◽  
Modern Education ◽  
The University

The article discusses and details the features of designing the contents of the educational program of tutors’ master's training, implementing the accompaniment of students in the conditions of individualization of the educational process. Separately, factors affecting the content of the training curriculum at the university are considered. In addition, a significant segment of the study is devoted to the identification of topical areas which are "requesting" tutorials for students to implement their individual educational routes. The role of the modular approach in the design of the training curriculum for tutors in the master's degree for the education system has been revealed and updated. A special place in the structure of the study is occupied by the results of the development of professional competences of a tutor, based on professional functions formulated by employers in the professional standard, as well as the designed modular content of the training curriculum for the education system. This modular training design will ensure the formation of a set of professional competencies that ensure the tutor's readiness to implement design, methodical and accompanying activities in the space of modern education, including remote.

scholarly journals A COMPARATIVE STUDY OF ANCIENT AND MODERN EDUCATION SYSTEM: WITH REFERENCE TO INDIA

2021 ◽  
Vol 9 (04) ◽  
pp. 427-434
Author(s):  
Parikshit Layek ◽  
◽  
Kumari Shubhra Rani Sil ◽  
Keyword(s):  
Comparative Study ◽  
Education System ◽  
Indigenous Education ◽  
Traditional Education ◽  
Ancient India ◽  
Educational Methods ◽  
Modern Education ◽  
Equal Importance ◽  
Directed Research ◽  
Ways Of Life

Education is the process of facilitating learning, or the acquisition of knowledge, skills, values, morals, beliefs, and habits. Educational methods include teaching, training, storytelling, discussion and directed research. In ancient India, both formal and informal ways of education system existed. Indigenous education was imparted at home, in temples, Pathshalas, Tolas, Chatuspadis and Gurukuls. There were people in homes, villages and temples who guided young children in imbibing pious ways of life. A Gurukula or Gurukulam is a type of education system in ancient India with Shishya (students or disciples) living near or with the guru, in the same house. At the end of ones education, a Shishya offers the Gurudakshina before leaving the Gurukula.Over a period of time two system of education developed, the Vedic and the Buddhist. As the name indicates in the former system Vedas, Vedanta, Upanishads and other allied subjects were taught while in the latter system, thoughts of all the major school of Buddhism was taught.Vidyapeeth was the place of spiritual learning founded by great Acharya, Sri Shankara in places like Sringeri, Kanchi, Dwarka, and Puri, etc. Agraharas was an institution of Brahmins in villages where they used to teach.Modern education is very different from the traditional education.AryaSamajwas founded by Maharishi DayanandSaraswati on 10 April 1875.The traditional education and the modern education, both should be given equal importance.

scholarly journals Religious Seminaries and Muslim Education in Indo-Pakistan Sub-Continent: A Critical Historical Analysis

2019 ◽  
Vol IV (III) ◽  
pp. 407-414
Author(s):  
Azmat Ali Shah ◽  
Fazal Ilahi Khan ◽  
Saima Razzaq Khan
Keyword(s):  
Education System ◽  
Historical Analysis ◽  
Islamic Education ◽  
British India ◽  
Islamic Studies ◽  
Modern Education ◽  
The People ◽  
Muslim Education ◽  
History Of ◽  
Shed Light

This paper focuses on the history of Islamic studies and the growth of Muslim edification scheme subsequent to the arrival of Islam in South Asia (712 A.D) and also explores the key role played by the Emperors in its establishment since 1206 A.D. Thereafter, it will highlight the efforts of Muslim rulers in introducing religious-cum-modern education system through Madrassah (religious seminaries) in Indo-Pakistan Sub-continent including the period of British-India from 1757 to 1947 A.D. which adversely affected the Muslim education system by introducing foreign educational reforms to target the curriculum of the Islamic education system. The paper will shed light on the development of Madrassahin Pakistan and the 9/11 incident that has drastically affected the image of the religious seminaries in imparting Islamic education to the people in the global community.

Islamic education in the Ingush society. Past and present

2019 ◽  
Vol 12 (1) ◽  
pp. 186-207
Author(s):  
M. S.-G. Albogachieva
Keyword(s):  
Education System ◽  
Field Research ◽  
School Curriculum ◽  
Traditional Education ◽  
Islamic Education ◽  
Whole Process ◽  
Teaching Aids ◽  
History Of ◽  
The Republic ◽  
The Individual

The article offers an overview of the history of Islamic education in the Ingush society from the adoption of Islam (mid. 19th cent.) up to today. In the article is shown the role and importance of this important component of the people’s spiritual culture. During the field research in Ingushetia in 2014–2018, the author did manage to collect extensive data, which enabled her to outline the history of the formation of Islamic education in Ingushetia. The collected field material is subdivided into two blocks. The first is an outline of the history of the formation and also a structure of the traditional education system. It also provides an overview of the individual learning process. A student was instructed by the famous teachers (alims). This kind of education took place not only in Ingushetia, but also in the whole Caucasus. The second block deals with the processes of re-Islamization of society. This gave a powerful impetus to the revival of the Islamic education system that existed here at the beginning of the 20th century, and the introduction of new forms of Islamic education. The latter run in harness with the introduction in the school curriculum (grades 4 to 11) of the subjects, such as the “Fundaments of Religion” and “The Basics of Islamic Culture”. In introducing these subjects a crucial role played the the Spiritual Council of the Muslims of Ingushetia, who initiated the whole process. The schools in the Republic of Ingushetia continue to teach these subjects; at the same time many teaching aids (manuals, readers) to facilitate the process are currently being written. In addition to the subjects learned at schools, students of religious schools (madrasas) also receive elementary Islamic education, and those who wish can receive a higher education in Islam and Islam related subjects both in the Russian Federation and abroad. Thanks to well-organized work in secondary schools, madrasas and Islamic institutions, it was possible to raise the level of Islamic education and reduce the radicalization of society.

Can we educate a genius? Deliberations on the margins of the writings of Nietzsche

2017 ◽  
pp. 0-0
Author(s):  
Katarzyna Gurczyńska-Sady
Keyword(s):  
Natural History ◽  
Educational System ◽  
Education System ◽  
Traditional Education ◽  
Point Of View ◽  
Education Systems ◽  
History Of ◽  
The Moment ◽  
The Individual ◽  
Education Process

The article deals with the issue of systemic education. The author asks a classic question of whether traditional education systems should concentrate on students with average abilities or maybe they should foster the most talented ones. Considerations on this subject are conducted with regard to the multi-layered thought of Nietzsche, whose position is so invaluable that in a possible polemic it is situated as an exceptionally radical. Writing down the natural history of mankind, Nietzsche formulates a thesis that the moment of the creation of the first human communities, the moment of the socialisation of man, was extremely unfavourable as far as man’s strength, ability and creativity are concerned. He presents socialisation, which is part of the education process, as beneficial for the community and detrimental to the individual. This situation in the course of history remains the same, which – after the adoption of Nietzschean assumptions – gives cause to adopt a radical position of those who deem the education system unfit to foster outstanding individuals. Nietzsche’s view, in comparison with other views, is so innovative that it considers the inability as genealogically founded. Although the educational system from the point of view of the majority contributes to the emergence of new content, ideas or values, it remains inefficient for individuals of genius.

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