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Relevance of history of education
Relevance of history of education
Relevance of history of education
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a) Horace Mann, the then secretary of the board of education of Massachusetts, USA travelled to Prussia in 1843 to study the Prussian education system. Subsequently, Massachusetts decided to adopt the Prussian model of education but with a common school system. Why do you think the education system in USA at that time had significant differences from the Prussian education system even when it was broadly based on the Prussian model? The kind of education that a nation want is directly influenced by the kind of nation it want. As education was seems to be a weapon to carve the nation. The Prussian education system that started at eighteen centenaries was set up by the political elite in a way that they can shape their nation in a modern industrial …show more content…
The state like England and Wales were more focused into religious education and the other forms of education there was only offered to elite. The modal of Prussian education system attracts many others nations too and influenced them to take it as a role model for their education system. The model somehow gave the structure of the modern education that was mandatory for everyone to a certain level.
After the defeat of Prussian in the battle of Jena in 1806 by the amateur army of napoleon it was found by the professionals of Prussia that the reason behind losing the battle was the selfhood of the soldiers because of what they didn’t obeyed orders. In his work “Addresses to the German Nation” the writer and
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This educational system provides students only basic numeracy, writing, and reading. The reason that carved this education system was religion because most of the group and the Pietists, believed that god can be understand through Bible so one should know how to read? And that was also the reason behind restricting the free education only to 9 years of schooling so that it could get offered only to the elite one. The idea behind educating 92% of the children according to the Volksshule was not to develop the child but to carve him or her in a dutiful. Only 8% of the students were schooled in Real School education, to provide education beyond that 9 year was treated as the contribution towards losing
Conant is responsible for having most of the Prussian education system in most of US high schools like the nine months of school years, and the attendance of thousands of students that go to the same high school (Gatto 36). The Prussian’s system wanted to manipulate a person’s abilities to favor the government, to damage the students’ critical thinking by implying their own standard to create a governable society (Gatto 36). The standardized testing leaves students who didn’t have a good score in the test to be placed in low-level classes. Gatto says that government 's purpose is to assign a group of people to complete the mission of watching over and controlling a society whose expectations are low so that the government can lead without being challenged or questioned (37). In that case, parents and teachers should work together to encourage every student to do their best to not let the government put a hold on their dreams and
After the struggle of the Seven Years’ War, Frederick the Great considered more benevolent policies for the country of Prussia. He realized that more humane sta...
William Edward Forster drafted the Education Act of 1870 after the government decided to educate the citizens of the country and because England feared that they lacked an effective education system (Docstoc-documents). This act was also known as the Elementary Education Act and it was a culmination of a long struggle (thirty years) to establish an effective and nationwide education schooling system for children ages 5 to 12 (Looking at History). Jackson wrote, “Forster did not go to school until he was thirteen, he was taught by his mother” (16) could be the reason why he started the Education Act. Therefore W.E. Forster contributed in creating school boards for England, and the country would be divided into about 2,500 school districts (Spartacus Educational). Like W.E. Forster stated in his speech, there are two primary objects in this bill t...
Education during the interwar period saw an overall improvement, however there were rough times. In the early twentieth century education was available only for the rich elite since many people did not require an education. The reason for that was that many people, about "one fourth of the country still work[ed] the land" (Wiggins 205) during that time. Most of the remaining three fourths worked in family businesses. Since the children would be future owners of those businesses they learned the necessary skills from their parents. All this changed when Henry Ford's company and other corporations started building big assembly lines for mass production. To work in these people needed education so ...
The Forgotten Soldier is not a book concerning the tactics and strategy of the German Wehrmacht during the Second World War. Nor does it analyze Nazi ideology and philosophy. Instead, it describes the life of a typical teenage German soldier on the Eastern Front. And through this examined life, the reader receives a first hand account of the atrocious nature of war. Sajer's book portrays the reality of combat in relation to the human physical, psychological, and physiological condition.
People were given the chance to do this through a growing educational system. As the Industrial Revolution forged on and spread throughout the world, the Royal Commissions on Technical Education began to notice that England was falling behind France, Prussia, and the United States in industrial superiority due to their new innovations and more educated workers (pop primary pg 26 and wc 2 pg 90 ). Falling behind in global importance also related to less money for the common man, so individual capitalists started to strongly support universal education (wc 2 pg
The Prussian Baron von Steuben, being a newcomer to the Revolutionary cause in America, was in a position to see many of the deficiencies in military discipline and their causes. The reasons for his unique insight may have been due to the fact that he was distanced from the revolutionary ideals in America, and as a result, was able to better observe and understand them; and ultimately use them to shape his new and successful form of discipline in the Continental Army. Most of the commanders of the Continental Army, from the commander in chief to the lower officers had subscribed to the traditional European method that relied on fear to achieve discipline. This method of fear was probably not essential, and had little if any effect in the early days of the war because the soldiers were mostly fighting for their own ideologies. To the soldiers, the commanders were of little importance.
Frederick the Great exploited the advantages of military evolutions and revolutions to develop a powerful nation-state, Prussia, through the exploitation of economic and social policies forced Prussia advantage of superiority and employed their society norms upon others. The implement of the infantry, cavalry, and artillery assisted with the revolutionized Prussia to military superiority through the delivery of lethal strikes and unwavering means to survive. In conjunction with economic and social policies, the incorporation of increased military professionalism fostered forces that were more disciplined and utilized tactics, enabling military evolutions and revolutions to become more innovated. As Parker stated, “Prussia was thus a state
The education system has been a controversial issue among educators. Requirements of school do not let student choose what they want to study for their future. It’s a big issue to force student study specific curriculums, which don’t help them improve, and what they like to create something. Educators choose a general system for education to all students which based on general knowledge. Intelligent or genius students have to be in that system of education, which doesn’t let them improve their creativity. Educators attempt to change that system to make it better, but their changing was not that great to be an example for the world. Also, did that change qualify education system to compete other systems or not? In some examples and reasons have been made me agree with some of points from Gatto’s and Edmunson’s and disagree them.
Known as the Father of the Common School, Mann believed that to have a better, more intelligent society that citizens should be educated in even the most rural and poor of communities. Having schools that were public and paid by taxes was, “central to good citizenship, democratic participation and societal well-being,” (Horace Mann). The secretary of the Massachusetts board of education, Mann stated that political stability and social harmony depended on education, which would provide a basic level of literacy and inclination of common public ideas. This shift from having only higher class people being able to go to school to having almost all children going to school had a significant impact on society and how we view it. With more information about the world and the inner-workings of things like government and politics, more people were able to understand the events going on around them and in turn be able and willing to make changes in their society. With literary levels rising, more people could go and seek information for themselves. Not having to rely on other people giving them information meant that opinions were less likely to be skewed and people could form their own ideas as they read. Though Horace Mann did not live in the 20th century, his ideas about education and public schooling greatly impacted education in the 1900’s and how people think about education
To understand the roots of modern mass education, one must begin in Prussia. In 1806, the nation- state suffered a huge military blow and Napoleon’s army conquered much of its territory. The Prussian government decided that the way to overcome their loss and create a stronger, unified state was through education, and whether or not as a result of this idea, Napoleon’s army was eradicated in the War of Liberation of 1813-1815 (Cubberly 456). The beginnings of Prussia’s tradition of systematic education however were much earlier. The Prussian King, Frederick William I, the father of Frederick the Great, created the first system of compulsory public education in 1717 with the issuance of a compulsory attendance law from the ages of five to twelve (Alexander 9). In 1763, Frederick the Great issued the first regulatory school code, called the General Regulations for Elementary Schools and Teachers in Prussia. The code established principal rules for how schools were to be run across the nation-state, many of them reminiscent of rules in American school codes today. Some of the points addressed in the regulations included compulsory attendance, graduation requirements, school hours, school census and records, teacher’s requisites and licenses, uniform textbooks, and annual inspection (Cubberly 458-466).
The state like England and Wales were more focused into religious education and the other forms of education there was only offered to elite. The modal of Prussian education system attracts many others nations too and influenced them to take it as a role model for their education system. The model somehow gave the structure of the modern education that was mandatory for everyone to a certain level.
Education is a vital part of society. It serves the beneficial purpose of educating our children and getting them ready to be productive adults in today's society. But, the social institution of education is not without its problems. Continual efforts to modify and improve the system need to be made, if we are to reap the highest benefits that education has to offer to our children and our society as a whole.
Illich argued that whilst schools have become recognised as the institution which specialises in education, he saw the role of schools as a tool of social control, spreading existing political ideologies and preserving the status quo of society (1971). Ideology was maintained through teachers who took on a powerful role, dictating how and what was taught to their students. It was common belief that education could only be supplied by a properly qualified person (1971). This attitude is what Illich used to support his theory that schools have become bureaucratised. To further this notion, Illich made a distinct difference between schooling and learning. Schooling was related to bureaucracy and teaching, and learning occurred independent of the former (1971). This idea is easily understood if one considers where most of their learning occurs – outside of school, during daily life experiences and encounters with other people.
Instruction is recognized to have a solid association with social and financial advancement. The idea of "learning economy" has expanded the vitality of part of instruction in the improvement of human capital. A social order of proficient nationals has more risks of improvement at the budgetary and social levels. Anyway our nation has disregarded the significance of instruction division through the years and therefore we are currently positioned as one of the minimum educated countries on the planet.