Question

1) Find out more about the history of education around the world.​

Answer 1

In the beginning, for hundreds of thousands of years, children educated themselves through self-directed play and exploration.

In the beginning, for hundreds of thousands of years, children educated themselves through self-directed play and exploration.In relation to the biological history of our species, schools are very recent institutions. For hundreds of thousands of years, before the advent of agriculture, we lived as hunter-gatherers. In my August 2 posting, I summarized the evidence from anthropology that children in hunter-gatherer cultures learned what they needed to know to become effective adults through their own play and exploration. The strong drives in children to play and explore presumably came about, during our evolution as hunter-gatherers, to serve the needs of education. Adults in hunter-gatherer cultures allowed children almost unlimited freedom to play and explore on their own because they recognized that those activities are children's natural ways of learning.

With the rise of agriculture, and later of industry, children became forced laborers. Play and exploration were suppressed. Willfulness, which had been a virtue, became a vice that had to be beaten out of children.

With the rise of agriculture, and later of industry, children became forced laborers. Play and exploration were suppressed. Willfulness, which had been a virtue, became a vice that had to be beaten out of children.The invention of agriculture, beginning 10,000 years ago in some parts of the world and later in other parts, set in motion a whirlwind of change in people's ways of living. The hunter-gatherer way of life had been skill-intensive and knowledge-intensive, but not labor-intensive. To be effective hunters and gatherers, people had to acquire a vast knowledge of the plants and animals on which they depended and of the landscapes within which they foraged. They also had to develop great skill in crafting and using the tools of hunting and gathering. They had to be able to take initiative and be creative in finding foods and tracking game. However, they did not have to work long hours; and the work they did was exciting, not dreary. Anthropologists have reported that the hunter-gatherer groups they studied did not distinguish between work and play—essentially all of life was understood as play.

With the rise of agriculture, and later of industry, children became forced laborers. Play and exploration were suppressed. Willfulness, which had been a virtue, became a vice that had to be beaten out of children.The invention of agriculture, beginning 10,000 years ago in some parts of the world and later in other parts, set in motion a whirlwind of change in people's ways of living. The hunter-gatherer way of life had been skill-intensive and knowledge-intensive, but not labor-intensive. To be effective hunters and gatherers, people had to acquire a vast knowledge of the plants and animals on which they depended and of the landscapes within which they foraged. They also had to develop great skill in crafting and using the tools of hunting and gathering. They had to be able to take initiative and be creative in finding foods and tracking game. However, they did not have to work long hours; and the work they did was exciting, not dreary. Anthropologists have reported that the hunter-gatherer groups they studied did not distinguish between work and play—essentially all of life was understood as play.Agriculture gradually changed all that. With agriculture, people could produce more food, which allowed them to have more children. Agriculture also allowed people (or forced people) to live in permanent dwellings, where their crops were planted, rather than live a nomadic life, and this in turn allowed people to accumulate property. But these changes occurred at a great cost in labor. While hunter-gatherers skillfully harvested what nature had grown, farmers had to plow, plant, cultivate, tend their flocks, and so on. Successful farming required long hours of relatively unskilled, repetitive labor, much of which could be done by children. With larger families, children had to work in the fields to help feed their younger siblings, or they had to work at home to help care for those siblings. Children's lives changed gradually from the free pursuit of their own interests to increasingly more time spent at work that was required to serve the rest of the family.

Answer 2

Answer:

• Dharampal. (1983). The beautiful tree: Indigenous Indian education in the eighteenth century. New Delhi: Biblia Impex.
• Elman, Benjamin A., and Alexander Woodside. Education and Society in Late Imperial China, 1600–1900 (U of California Press, 1994)
• Lee, Thomas H. C. Education in traditional China: a history (2000) online
• Jayapalan N. History Of Education In India (2005) excerpt and text search
• Price, Ronald Francis. Education in modern China (Routledge, 2014)
• Sharma, Ram Nath. History of education in India (1996) excerpt and text search
• Swarup, Ram (1971). The Hindu view of education. New Delhi. Aditya Prakashan.
• Cremin, Lawrence A. American Education: The Colonial Experience, 1607–1783 (1970); American Education: The National Experience, 1783–1876. (1980); American Education: The Metropolitan Experience, 1876–1980 (1990); standard 3 vol detailed scholarly history
• Goldstein, Dana. The Teacher Wars: A History of America's Most Embattled Profession (2014)
• Herbst, Juergen. The once and future school: Three hundred and fifty years of American secondary education (1996).
• Parkerson Donald H., and Jo Ann Parkerson. Transitions in American education: a social history of teaching (2001)
• Reese, William J. America's Public Schools: From the Common School to No Child Left Behind (Johns Hopkins U. Press, 2005)
• Thelin, John R. A History of American Higher Education (2011)

Explanation:

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