Progressive education, or educational progressivism, is a pedagogical movement that began in the late 19th century and has persisted in various forms to the present. In Europe, progressive education took the form of the New Education Movement. The term progressive was engaged to distinguish this education from the traditional curricula of the 19th century, which was rooted in classical preparation for the early-industrial university and strongly differentiated by social class. By contrast, progressive education finds its roots in modern, post-industrial experience. Most progressive education programs have these qualities in common:
Language education – the process and practice of teaching a second or foreign language – is primarily a branch of applied linguistics, but can be an interdisciplinary field. There are four main learning categories for language education: communicative competencies, proficiencies, cross-cultural experiences, and multiple literacies.
Sugita Genpaku was a Japanese physician and scholar known for his translation of Kaitai Shinsho and a founder of Rangaku and Ranpō in Japan. He was one of the first Japanese scholars in Edo to study the Dutch language and is credited with being one of the first Japanese physicians to study Western medical teachings in Japan.
Westernization, also Europeanisation or occidentalization, is a process whereby societies come under or adopt what is considered to be Western culture, in areas such as industry, technology, science, education, politics, economics, lifestyle, law, norms, mores, customs, traditions, values, mentality, perceptions, diet, clothing, language, writing system, religion, and philosophy. During colonialism it often involved the spread of Christianity. A related concept is Northernization, which is the consolidation or influence of the Global North.
The Latin school was the grammar school of 14th- to 19th-century Europe, though the latter term was much more common in England. Other terms used include Lateinschule in Germany, or later Gymnasium. Latin schools were also established in Colonial America.
Rangaku, and by extension Yōgaku, is a body of knowledge developed by Japan through its contacts with the Dutch enclave of Dejima, which allowed Japan to keep abreast of Western technology and medicine in the period when the country was closed to foreigners from 1641 to 1853 because of the Tokugawa shogunate's policy of national isolation (sakoku).
The history of education, like other history, extends at least as far back as the first written records recovered from ancient civilizations. Historical studies have included virtually every nation. The earliest known formal school was developed in Egypt's Middle Kingdom under the direction of Kheti, treasurer to Mentuhotep II. In ancient India, education was mainly imparted through the Vedic and Buddhist education system, while the first education system in ancient China was created in Xia dynasty. In the city-states of ancient Greece, most education was private, except in Sparta. For example, in Athens, during the 5th and 4th century BC, aside from two years military training, the state played little part in schooling. The first schools in Ancient Rome arose by the middle of the 4th century BC.
The history of education in Africa can be divided into pre-colonial and post-colonial periods. Since the introduction of formal education by European colonists to Africa, education, particularly in West and Central Africa, has been characterized by both traditional African teachings and European-style schooling systems.
The history of education in Japan dates back at least to the sixth century, when Chinese learning was introduced at the Yamato court. Foreign civilizations have often provided new ideas for the development of Japan's own culture.
Traditional education, also known as back-to-basics, conventional education or customary education, refers to long-established customs that society has traditionally used in schools. Some forms of education reform promote the adoption of progressive education practices, and a more holistic approach which focuses on individual students' needs; academics, mental health, and social-emotional learning. In the eyes of reformers, traditional teacher-centered methods focused on rote learning and memorization must be abandoned in favor of student centered and task-based approaches to learning.
Education in the Indian subcontinent began with the teaching of traditional subjects, including Indian religions, mathematics, and logic. Early Hindu and Buddhist centers of learning, such as the ancient Takshashila, Nalanda, Mithila, Vikramshila, Telhara, and Shaunaka Mahashala in the Naimisharanya forest, served as key sites for education. Islamic education became prominent with the establishment of Islamic empires in the region during the Middle Ages. Later, Europeans introduced Western education during the colonial period in India.
The historical phenomenon of colonization is one that stretches around the globe and across time. Ancient and medieval colonialism was practiced by the Phoenicians, Greeks, Romans, Han Chinese, and Arabs.
European universities date from the founding of the University of Bologna in 1088 or the University of Paris. The original medieval universities arose from the Roman Catholic Church schools. Their purposes included training professionals, scientific investigation, improving society, and teaching critical thinking and research. External influences, such as Renaissance humanism, the discovery of the New World (1492), the Protestant Reformation (1517), the Age of Enlightenment, and the recurrence of political revolution, enhanced the importance of human rights and international law in the university curricula.
Missionary work of the Catholic Church has often been undertaken outside the geographically defined parishes and dioceses by religious orders who have people and material resources to spare, and some of which specialized in missions. Eventually, parishes and dioceses would be organized worldwide, often after an intermediate phase as an apostolic prefecture or apostolic vicariate. Catholic mission has predominantly been carried out by the Latin Church in practice.
Kutsuki Masatsuna, also known as Kutsuki Oki-no kami Minamoto-no Masatsuna, was a hereditary Japanese daimyō of Oki and Ōmi with holdings in Tanba and Fukuchiyama. His warrior clan was amongst the hereditary vassals of the Tokugawa family in the Edo period. His childhood name was Tomojiro (斧次郎).
Postcolonialism is the critical academic study of the cultural, political and economic consequences of colonialism and imperialism, focusing on the impact of human control and exploitation of colonized people and their lands. The field started to emerge in the 1960s, as scholars from previously colonized countries began publishing on the lingering effects of colonialism, developing a critical theory analysis of the history, culture, literature, and discourse of imperial power.
A university is an institution of tertiary education and research which awards academic degrees in several academic disciplines. University is derived from the Latin phrase universitas magistrorum et scholarium, which roughly means "community of teachers and scholars". Universities typically offer both undergraduate and postgraduate programs.
The term learning environment can refer to an educational approach, cultural context, or physical setting in which teaching and learning occur. The term is commonly used as a more definitive alternative to "classroom", but it typically refers to the context of educational philosophy or knowledge experienced by the student and may also encompass a variety of learning cultures—its presiding ethos and characteristics, how individuals interact, governing structures, and philosophy. In a societal sense, learning environment may refer to the culture of the population it serves and of their location. Learning environments are highly diverse in use, learning styles, organization, and educational institution. The culture and context of a place or organization includes such factors as a way of thinking, behaving, or working, also known as organizational culture. For a learning environment such as an educational institution, it also includes such factors as operational characteristics of the instructors, instructional group, or institution; the philosophy or knowledge experienced by the student and may also encompass a variety of learning cultures—its presiding ethos and characteristics, how individuals interact, governing structures, and philosophy in learning styles and pedagogies used; and the societal culture of where the learning is occurring. Although physical environments do not determine educational activities, there is evidence of a relationship between school settings and the activities that take place there.
Classical education in the Western world refers to a long-standing tradition of pedagogy that traces its roots back to ancient Greece and Rome, where the foundations of Western intellectual and cultural life were laid. At its core, classical education is centered on the study of the liberal arts, which historically comprised the trivium and the quadrivium. This educational model aimed to cultivate well-rounded individuals equipped with the knowledge and skills necessary to engage in public life, think critically, and pursue moral and intellectual virtues.
