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History of Education in Nigeria

Originally published in 1974, a comprehensive history of Nigerian Education, from early times right through to the time of publication, had long been needed by all concerned with Education in Nigeria, students, teachers and educational administrators. No one was better qualified than Professor Fafunwa to provide such a book, and in doing so he gave due emphasis to the beginnings of Education in its three main stages of indigenous, Muslim and Christian Education. Nigerian Education had been considered all too often as a comparatively recent phenomenon, but this book points out from the start that ‘Education is as old as Man himself in Africa’ and that both Islam and Christianity were comparative newcomers in the field. A historical treatment of these three strands which have combined to make up the modern Educational system was vital to a clear understanding of what was needed for the future, and most of the first half of the book is concerned with these Educational beginnings. The imposing of a foreign colonial system on this framework did not always lead to a happy fusion of the systems, and the successes and the failures are examined in detail. There was no shortage of documentary evidence in the form of reports and statistics during the decades prior to publication, but this evidence was frequently scattered and inaccessible to the student, so that the author’s careful selection of key evidence and reports, often drawn from his own personal experience, will be invaluable for those wishing to trace the development of Education in Nigeria up to the early 1970s. A knowledge of the history and development of the Nigerian Education system, of the numerous and intensely varied personalities and beliefs which have combined and often conflicted to shape it, is indispensable to all students in colleges and universities studying to become teachers. It is this knowledge that Professor Fafunwa set out to provide, drawing on his wide experience as teacher writer and educationalist.

9 It was this Islamic education which gave cultural prestige to Islam. As J. Spencer Trimingham said: 'Through the system of intellectual and material culture, Islam opens new horizons ... religion of the Book, and from this stems the ...

The Oxford Handbook of the History of Education

This handbook offers a global view of the historical development of educational institutions, systems of schooling, ideas about education, and educational experiences. Its 36 chapters consider changing scholarship in the field, examine nationally-oriented works by comparing themes and approaches, lend international perspective on a range of issues in education, and provide suggestions for further research and analysis. Like many other subfields of historical analysis, the history of education has been deeply affected by global processes of social and political change, especially since the 1960s. The handbook weighs the influence of various interpretive perspectives, including revisionist viewpoints, taking particular note of changes in the past half century. Contributors consider how schooling and other educational experiences have been shaped by the larger social and political context, and how these influences have affected the experiences of students, their families and the educators who have worked with them. The Handbook provides insight and perspective on a wide range of topics, including pre-modern education, colonialism and anti-colonial struggles, indigenous education, minority issues in education, comparative, international, and transnational education, childhood education, non-formal and informal education, and a range of other issues. Each contribution includes endnotes and a bibliography for readers interested in further study.

The Transmission of Knowledge in Medieval Cairo: A Social History of Islamic Education. Princeton, NJ: Princeton University Press, ... The Written Word in the Medieval Arabic Lands: A Social and Cultural History of Reading Practices.

Southeast Asian Education in Modern History

Schools, Manipulation, and Contest

How particular has Southeast Asia’s experience of educational development been, and has this led to an identifiably distinct Southeast Asian approach to the provision of education? Inquiry into these questions has significant consequences for our understanding of the current state of education in Southeast Asia and the challenges it has inherited. This book contributes to a better understanding of the experience of educational development in Southeast Asia by presenting a collection of micro-historical studies on the subject of education, policy and practice in the region from the emergence of modern education to the end of the twentieth century. The chapters fathom the extent to which contest over educational content in schools has occurred and establish the socio-cultural, political and economic bases upon which these contestations have taken place and the ways in which those forces have played out in the classrooms. In doing so, the book conveys a sense of the extent to which modern forms of education have been both facilitated and shaped by the region’s specific configurations; its unique demographic, religious, social, environmental, economic and political context. Conversely, they also provide examples of the sorts of obstacles that have prevented education making as full an impact on the region’s recent 'modern' transformation as might have been hoped or expected. This book will be of interest to academics in the field of Southeast Asian Studies, Asian Studies, education, nationalism, and history.

6 This was part of explicit competition between Christian and Muslim institutions more broadly, ... Globalization of Islamic education in Southeast Asia. ... Schooling Islam: The culture and politics of modern Muslim education.

An Educational History of the Western World

Includes material on education in ancient Greece, ancient Rome, medieval Europe, and the Islamic Empire, and the educational theories of Jean-Jacques Rousseau, Johann Bernhardt Basedow, Johann Heinrich Pestalozzi, Johann Friedrich Herbart, Friedrich Wilhelm August Froebel, and Herbert Spencer.

Includes material on education in ancient Greece, ancient Rome, medieval Europe, and the Islamic Empire, and the educational theories of Jean-Jacques Rousseau, Johann Bernhardt Basedow, Johann Heinrich Pestalozzi, Johann Friedrich Herbart, ...

A History of Western Philosophy of Education in Antiquity

This volume traces the history of Western philosophy of education in Antiquity. Between the fifth century BCE and the fifth century CE, Plato, Isocrates, Aristotle, Cicero, Augustine, and others raised questions about the nature of teaching and learning, the relationship of education and politics, and the elements of a distinctively philosophical education. Their arguments on these topics launched a conversation that occupied philosophers over the millennia and continues today. About A History of Western Philosophy of Education: An essential resource for researchers, scholars, and students of education, this five-volume set that traces the development of philosophy of education through Western culture and history. Focusing on philosophers who have theorized education and its implementation, the series constitutes a fresh, dynamic, and developing view of educational philosophy. It expands our educational possibilities by reinvigorating philosophy's vibrant critical tradition, connecting old and new perspectives, and identifying the continuity of critique and reconstruction. It also includes a timeline showing major historical events, including educational initiatives and the publication of noteworthy philosophical works.

Bernal's argument suggests that Greek culture and civilization, including education, did not surpass earlier Eastern ... of liberal education was expressed by Mehdi Nakosteen in his History of the Islamic Origins of Western Education.

History of Indian Education (ancient to Modern).

CHAPTER VI Islamic Education IntroductoryThe beginning of the eighth century A. D. marked the mohammedan ... From time to time many efforts were made to destroy Indian education and culture at the hands of a number of muslim rulers such ...

Aristotle's Logic of Education

In <I>Aristotle's Logic of Education, Richard Bauman makes a contribution to both the history of logic and the philosophy of education. He argues that Aristotle, in the course of laying out his system of syllogistic inference, intends to guide the way science is taught, rather than how scientific research is conducted. The teacher is supposed to proceed by the method of demonstration from the appropriate necessary premises. Dr. Bauman contends that the problems raised in Plato's <I>Meno form the background for understanding Aristotle's presentation of logic in his <I>Posterior Analytics. In light of Bauman's interpretation, a fresh approach should be taken to the recurrent claim that syllogistic reasoning always involves committing the fallacy of <I>petitio principii. Finally, the author criticizes Aristotle's attempt to reduce both reasoning and teaching to singular patterns. In particular, Bauman argues that Aristotle fails to account adequately for the acquisition of first principles.

In Aristotle's Logic of Education, Richard Bauman makes a contribution to both the history of logic and the philosophy of education.

Vocational Education Amendments of 1968, Hearings Before the General Subcommittee on Education...on H.R. 16460

32 The decision to initiate a farm management education program in a community is based on the same decision rule as that used by the farm family ; the sum of the benefits must exceed the sum of the costs .

Office of Education and Related Agencies for Fiscal Year 1972, Hearings Before ... 92-1, on H.R. 7016

Amount Administration Program administration .... 218 $ 4,496,000 225 $ 4,790,000 +7 $ + 294,000 Administrative staff services the Office of Education in the areas of mana gement , budget and manpower , finance , personnel , general ...

Vocational Education. Hearing ... on H.R. 10821... May 7-14, 1930.(71-2).

Adults employed in trade and industrial pursuits are divided into several classifications for the purpose of promoting vocational education of trade - extension nature . One classification is : ( 1 ) Management ; ( 2 ) working force .