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Eastern education is influenced more by spirituality and religion. On the other hand, Native American’s education is more focused on re-educating the students in the Western school of thought. The dominating culture of the West has been a primary focus on American’s education, thus, the culture of the natives are discouraged since the dominant culture believes that their education and knowledge is better or more inclined to the truth than the traditional ways of the natives. Though, there have been programs to re-establish the traditional concepts and schools of thought of the native, more inclined to a balance of nature and self (Demmert, 1994).
Another striking difference in the education system of the West and the East is the structure. Eastern education is more teacher-centered, wherein the teacher has the ultimate authority in a classroom setting. Western education, on the other hand, is more student-centered and focus on class participation and interaction. Teacher-centered education gives high expectations and student-centered is more focused on the values that are imparted to its students (LePage and Sockett, 2002). This basically shows that a student-centered setting is more effective in the Western education since it is more focused on individualism and reason. However, the Eastern educational system has learned to strike a balance of these two in order to produce better and more productive
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‘Give Me Liberty’ by Eric Foner, Professor of History, Columbia University, gives us deep insight into specific incidents leading to slavery in America. His book dealing with 19th century America, focusing on slavery, war and reconstruction, has won him great acclaim as a leading contemporary Historian and is extensively used as a History text in the classroom.
Horace Mann believed that the social coexistence and political stability was dependent on achieving universal education. Consequently, he lobbied the state to embrace ‘non sectarian’ common schools for the admittance of all children. To this effect, Mann argued that it was civic and religious duty for the government to support common schools.
The only setback of his work is that the production function is not known and must be inferred from data on students and their schools. He finished a broad and significant synthesis of his obtainable research about the to-date educational production utility.
In addition, the popular trends in education like the policy of choice, privatization, decentralization in education and the international function of organizations in the educational system are as a result of increasing globalization.
As the paper highlights politicians today, both at the state and federal levels, are under increasing pressure to standardize the standards in education so as to increase the academic achievement across the country. This is no easy task and is certainly wrought with various opinions and ideas about how to best go about accomplishing the task.
the hope of the author that the analyst will be able to come to a more informed and actionable understanding concerning the differentials between these related but dissimilar methods of educational instruction.
One of the most intriguing differences that is evidenced within
There exists the historiographical struggle in the education competing trends (Goldin, 2001). The book transfers the focus from the conventional intellectual history, to the empirical history illustrating reform agendas in the public education
Board of Education 93). From the report, one can also deduce that Mann believed in education resulting to emergence of a population of intelligence. According to him, intelligent people are easy to rule and guide.
Apart from associating the love