cultural and educational rights are shape guddded mainly for........
Answers
Answer:
The Cultural and educational Rights preserve the right of any section of citizens to conserve their culture, language or script, and right of minorities to establish and administer educational institutions of their choice.
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Introduction
Culture and education are complex phenomena and their causal relationship is of a “chicken or the egg” character. There is of course a great debate over what constitutes both “education” and “culture”, let alone their relationship with one another. The essays in this issue of Paedagogica Historica are not consistent in their conceptualisations. That inconsistency is a virtue, because it points to the extraordinary range of historical phenomena that may be included in discussions of education and culture. One way or another social transformations are powerfully affected by cultural developments, some of which may be clearly thought about in terms of the impacts of deliberate and incidental educational activity. In the process individuals, communities of various kinds, the state and collectivities and communities beyond the state are constructed.
When we examine human history in these terms, another theme emerges: the ways that interactions between cultural groups and ideas, and educational practices and institutions become crucial factors in understanding and explaining social change. This process, be it focused on individuals or society more broadly, often has profound effects. Some may be beneficial, but rarely are they less than complex. Sometimes they may be threatening. A number of essays in this volume discuss transnational, mainly beneficial interactions. It is but one of the ways that interaction produces new ideas, practices, and institutions – indeed, social change.
Whether intentional or not, the history of humanity is one of interactions. Significant issues for this process are surely those of culture and education. Sometimes the discussion occurs in terms of “civilisations”. Any understanding of the historical emergence and trajectories of civilisations is barely possible without strong attention being given to “interaction”. Some of the forms in which this occurs include political competition, attempts to redefine cultural, even geographical borders, and boundaries. There may be remarkable periods of stability for cultural and educational formations and the role they play in the making of particular ethno-national-religious communities – but then there is seemingly inevitable challenge, reform, sometimes regression – always change.
The articles in this issue of Paedagogica Historica were selected from the papers presented at the meeting of the International Standing Conference of the History of Education (ISCHE37) held in Istanbul in 2015. There are very few major cities in the world whose history over the millennia so clearly demonstrates the interaction theme, where the material evidence of cultural challenge, adaptation, and transformation is so clearly in evidence. Istanbul has an indigenous, Roman, Byzantine, Ottoman, and post-Ottoman national history. Its signal world influence as a cosmopolitan city, as a place in which many different peoples meet and met, traded, worshipped, warred, and worked, over a very long period is barely paralleled. As a consequence, the cultural and educational institutions and practices of Istanbul through the centuries have deeply fascinating genealogies.
The ISCHE37 meeting, which made culture and education its organising theme, found Istanbul a most appropriate venue. Indeed, the venue raised the question of the significance of cities as such, as part of any exploration of the historical connections and explorations of culture and education. The designated place of the meeting was one of Islamic civilisation’s higher level educational institutions, the madrasa, Sahn-i Seman, which later became, as a result of the influence of the West, Istanbul University, reformed along European lines.
Culture can be defined broadly as well as narrowly. In this issue of Paedagogica Historica we think of it simply as a society’s way of life and way of thinking. Cultural elements, such as language, religion, symbols, and routines interact through wars, migrations, explorations; the influence of travellers, merchants, holy men and women, philosophers, teachers, soldiers, rulers, citizens and subjects, and more. Educational institutions, educators, and educational materials count among the most effective agents of cultural development, change, and perhaps even “transfer”.