As the Indian population’s interest in biomedicine increased at the end of the nineteenth century, public confidence in India’s indigenous medicines flagged. Physicians of Ayurveda and officials of Indian medical organizations responded with discussions about and plans for reconfiguring the āyurveda (“life science”) of the Sanskrit medical classics of Caraka, Suśruta, and Vāgbhaṭa to be compatible with the anatomical, physiological, and pharmacological frameworks of biomedicine. This article considers some of the negotiations that shaped Ayurveda in late colonial and postcolonial India, paying special attention to how these debates affected the history of ayurvedic education. Reflecting on how the presence of biomedicine in India prompted ayurvedic practitioners to reimagine the history of their profession, it examines the revitalization of Ayurveda through the reinvention of ayurvedic education. It probes the historical move away from the gurukula as the seat of education and the institutionalization and standardization of education in the ayurvedic college. The historical record is expanded periodically with ethnographic data collected at gurukulas in South India to offer contemporary views on changes in ayurvedic education over the past 130 years.
Published in the Journal of Eastern Mediterranean Archaeology and Heritage Studies, Vol. 3, No. 3, 2015 : http://www.jstor.org/stable/10.5325/jeasmedarcherstu.3.3.issue-3 This contribution was part of FORUM Investing in the Future of the Past: Alternative Careers for Mediterranean Archaeologists
This paper discusses approaches to pedagogy outlined in three series of books for children and young adults. By the end of the presentation, I hope to have outlined what the education systems in these novels says about the culture and society presented in these books. The books are: JK Rowling’s Harry Potter series, Jonathan Stroud’s Bartimaeus trilogy and Terry Pratchett’s Tiffany Aching series.
This study investigated the relationship between the science curiosity levels of undergraduate of mathematics education in a Nigerian higher educational institution and their academic grade point averages. The study employed a correlational survey research design on a random sample of 104 mathematics education students. The Science Curiosity Scale – Comparative Self Report was adapted to measure the students’ distinctive appetite for consuming science-related media for personal edification. The correlational analysis of science curiosity scores and the students CGPA indicated a weak negative relationship (r = -0.049, p = 0.621), suggesting an interplay of other important factors in the relationship between academic performance and science curiosity. Based on the findings of this study, it was recommended that key stakeholders of mathematics education consider curiosity as a complex ability related to several functions of the mind and that it enhances systematic commitment on the part of the learner, providing enormous foundational benefits that could be reaped in the process of educating students.
Before the publication of The Time Machine (1895), H. G. Wells’s early works provide insight into the challenges of the late Victorian educational system. Wells benefited from a unique set of educational reforms intended to provide education for the lower middle class. He did so in the capacities of a student taking examinations to earn grants for school, an independent learner working toward a degree, and a schoolmaster developing teaching methods. Although designed to correct inadequacies in the system of education, said reforms were not without controversy. Wells’s writings on cramming in science education and complexities of studying by correspondence, as well as his Text-book of Biology, deserve to be considered as part of a wider debate about education in the late nineteenth century.
This essay argues for a revitalization of General Education by making it more holistic and more engaged with the world.
This study adopts a phenomenological paradigm to present mathematics experts’ opinions on the existence of low achievers in Nigeria’s higher education system. Six career mathematicians volunteered from among the participants at a conference of one of Nigeria’s elite academic group to give their in-depth opinion on the role of educational institutions in handling low achievers, their impact on Nigeria’s quest for quality education, and personal approaches for managing low achievers in the mathematics classroom. The explication of the responses of the mathematics experts indicates concerns about the admission system of higher educational institutions and some pertinent pedagogical inadequacies of pure mathematicians. The study also revealed that the continual existence of low achievers in the discipline encourages high rate of dropping-out, poor quality of mathematics educators, and examination malpractice. Participants suggest counseling intervention, retraining of mathematics lecturers in teaching methodologies, and special mindset-boosting programmes as ways of handling low achievers in mathematics education. The phenomenology also unveiled certain unintended outcomes that may form the basis for future research into the peculiar attitudinal characteristics of academic mathematicians.
In recent decades education throughout much of the English-speaking world has been dominated by socio-economic interests that insist on a “lean state” and corporate-friendly economy; the health of the marketplace is positioned as the key to a healthy and content citizenry. Lost in the resulting culture of achievement are students’ powers of self-determination, identities beyond earning power, and connection to community beyond the economy. If democracy is compromised through the simple political equation with the free-market, it is further compromised by the absence of an education geared to democratic participation and action. Resistance-via-education to such indoctrination was formulated and put into practice during an earlier imperial mission–that of the British Empire in Ireland. A closer look at the work and writing of educator Padraig Pearse reveals that they do–in spite of a separation across space and time–converge with those of critical pedagogists Paulo Freire and Henry Giroux. Opposition to neo-liberal attempts to indoctrinate students, parents, and educators into a market-driven educational ethos demonstrate that these “new” missions are not so new: the mission of an “empire” is to produce obedient citizens and workers in a global, capitalist enterprise.
As art educators, we have accustomed fight for our survival in educational systems where often our job isn’t valued or resourced or both. We know (or, at least, we are taught to know) that we are needed in this world, perhaps now more than ever. However, it is also important to critically investigate how is this need for art and education constituted and what is the language we reside when defending our profession. This paper approaches this task through a philosophical framework in order to question why do we need to “foster humanity” today and what could this fostering mean besides its anthropocentric connotations.
Qualitative research is a type of scientific research which includes document analysis, observation or interview. Qualitative research process describes the events in the natural environment realistically and holistically. Although quantitative research methods are mostly used in educational sciences, qualitative research methods are also used by the educational science researchers. An Introduction to Qualitative Research by Uwe Flick (2014) is an ideal guide for educational science researchers in regard to qualitative research methods and techniques.