Suchergebnisse

This article discusses the ongoing debates about classics reading (dujing 读经) in the revitalisation and diversification of Confucian classical education in mainland China. It begins by reviewing two disputes about dujing in modern Chinese history and then turns to the contemporary debate, focusing on how one professional and experienced practitioner expounded on the disparities in practicing classical education. The author summarises three controversial issues : (1) the relationship between the educative principles and methods, (2) historical legitimacy, and (3) the linguistic nature of Chinese language. Based on these, this paper reflects on the current dujing movement by concluding that the diversification of classical education has complicated the authenticity of "Chineseness" and rendered it a debatable public issue. (China Perspect/GIGA)

For thousands of years academies for classical education 书院 were an important part not only of the educational but also of the cultural life of Chinese feudal society. Unlike all previous similar institutions, the academies managed to expand their activities beyond the borders of the imperial court. Thanks to private funding, 书院 has expanded its activity filling important gaps in Chinese society. Relying both on state and private funding, these educational, research and library centers manage for a long period of time to develop beyond the control of the state, pursuing scientific freedom and innovation. The overall history of the development of academies is marked by periods of stagnation, prosperity and even prohibition of their activity. The uniqueness of this institution made it popular not only in China but also in other Asian countries.

Fukuyama reviews 'Who Killed Homer? The Demise of Classical Education and the Recovery of Greek Wisdom,' by Victor Davis Hanson and John Heath. Who Killed Homer? The Demise of Classical Education and the Recovery of Greek Wisdom by Victor Davis Hanson and John Heath is reviewed.

This research paper examines the effectiveness of Classical Education in the teaching-learning process of English in a private institution in Cuenca. The primary objective of this action research piece is to analyze the learning progress of the students in teacher-centered lessons in which drilling, and teacher-led discovery techniques were used. The research employs a qualitative approach given that it is the report of an action research study carried out in two cycles in the context in which the researcher is currently working. After implementing a diagnostic, a need was encountered and the previously mentioned techniques (i.e. drilling and teacher-led discovery) were implemented to see whether or not they could be useful. Data were collected by combining data collection tools such as semi-structured observation, rubrics, diagnostic tests, and summative assessment. Through the implementation of two classical education-derived techniques mentioned before, it was found that 73.68% of students successfully addressed challenges in conjugating the simple present tense affirmatively in speaking exercises, with 39.47% demonstrating proficiency in negative conjugations during freer oral practice.

The history of education has actually lasted through the history and social development of human culture. Likewise, the history of Islamic education does not in fact be separated from Islam and its people. In the course of long history, Islamic education has been through various times and various regions, meaning that Islamic education continues to experience changes and developments since the early days of Islam was developed by the Prophet., until the Times Science and technology today. In the period of development that passed through several periods, Islamic education has spawned a variety of ideas from among Islamic education figures emerging from the characters and Muslims, from time to time changing and developing, will But in general the thought relates to the things that talk about the principle principles and the objectives of educators, students, media materials (curriculum), methods, Islamic educational institutions and the background of socio-economic, political environment And physically affecting the Islamic education process.