Misplaced Pages

Western education is the form of education that mainly originated in or is characteristic of the Western world.

History

Ancient era

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 (grammar, rhetoric, and logic) and the quadrivium (arithmetic, geometry, music, and astronomy). 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.

In ancient Greece, the classical curriculum emerged from the educational practices of philosophers like Socrates, Plato, and Aristotle, who emphasized dialectical reasoning and the pursuit of truth. The Roman Empire adopted and adapted these Greek educational ideals, placing a strong emphasis on rhetoric and the development of oratory skills, which were considered essential for participation in civic life. As these classical ideas were preserved and transmitted through the Middle Ages, they became the foundation for the educational systems that emerged in Europe, particularly within monastic and cathedral schools.

The Renaissance marked a significant revival of classical education, as scholars in Europe rediscovered and embraced the texts and ideas of antiquity. Humanists of this period championed the study of classical languages, literature, and philosophy, seeing them as essential for cultivating a virtuous and knowledgeable citizenry. This revival continued into the Age of Enlightenment, where classical education played a central role in shaping the intellectual movements that emphasized reason, individualism, and secularism.

Modern era

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:

• Emphasis on learning by doing – hands-on projects, expeditionary learning, experiential learning
• Integrated curriculum focused on thematic units
• Strong emphasis on problem solving and critical thinking
• Group work and development of social skills
• Understanding and action as the goals of learning as opposed to rote knowledge
• Collaborative and cooperative learning projects
• Education for social responsibility and democracy
• Integration of community service and service learning projects into the daily curriculum
• Selection of subject content by looking forward to ask what skills will be needed in future society
• De-emphasis on textbooks in favor of varied learning resources
• Emphasis on lifelong learning and social skills
• Assessment by evaluation of child's projects and productions

Pre-contemporary history outside of the West

The introduction of Western education into the rest of the world occurred to a large degree through imperialism. This affected the way that Western education was absorbed and influenced by the world.

Africa

Asia

East Asia

In China, as reformers sought to grapple with the foreign domination of the late 19th century, they came to a conclusion of re-ordering Chinese society through a process of self-strengthening, which included taking ideas from the West.

Even before the Edo period, Japan had established significant contact with Western knowledge through Rangaku (Dutch Learning). While maintaining its isolationist sakoku policy, Japan permitted limited trade with the Dutch East India Company at Dejima, Nagasaki. This unique arrangement allowed Japanese scholars to study Western medicine, astronomy, mathematics, and other sciences through Dutch books and interactions with Dutch traders. Rangaku scholars like Sugita Genpaku and Maeno Ryōtaku made groundbreaking translations of Dutch medical texts, including the influential "Kaitai Shinsho" (New Book of Anatomy), which introduced Western medical knowledge to Japan. This early exposure to Western learning through the Dutch connection laid an important foundation for Japan's later modernization efforts during the Meiji era, when Japan sought to further modernize itself by learning from the West. It sent scholars and diplomats to Western countries to learn from their education systems.

South Asia

The British colonised India starting in the late 18th century, and began to impose Western education by the early 19th century. They saw this as a highly positive step, and felt that it was a way to civilise the people. Native kingdoms also sometimes sought such education to understand how to deal with the threat.

Contemporary history outside of the West

Africa

Comparison with other educational systems

Asian education

Chinese/Eastern education has been contrasted with Western education on the basis of aiming to encourage individuals to acquire the discipline necessary to learn and therefore provide honor to their families.

Islamic education

Since the colonial era, Muslim leaders have decried Western education as failing to instill moral values, with its secular nature also seen as problematic.

See also

• English-medium education
• The History of Western Education
• Western values

References

1. Grendler (2004) sfnmp error: no target: CITEREFGrendler2004 (help); Dawson (2010) sfnmp error: no target: CITEREFDawson2010 (help).
2. Jaeger (1986). sfnp error: no target: CITEREFJaeger1986 (help)
3. Quintilian (1920). sfnp error: no target: CITEREFQuintilian1920 (help)
4. ^ Dawson (2010). sfnp error: no target: CITEREFDawson2010 (help)
5. Grendler (2004). sfnp error: no target: CITEREFGrendler2004 (help)
6. "Colonial Education and Anticolonial Struggles". academic.oup.com. Retrieved 2024-09-04.
7. Schulte, Barbara (2012). "Between admiration and transformation : paths of Western education into early twentieth century China". COMPARATIV. Zeitschrift für Globalgeschichte und Vergleichende Gesellschaftsforschung. 22 (1): 49–75. ISSN 0940-3566.
8. Mayo, Marlene J. (1973). "The Western Education of Kume Kunitake, 1871-6". Monumenta Nipponica. 28 (1): 3–67. doi:10.2307/2383933. ISSN 0027-0741. JSTOR 2383933.
9. "About-us – Government Printing Press & Stationery, Govt of Goa, India". Retrieved 2023-02-04.
10. Seth, Sanjay (2007-08-29). Subject Lessons: The Western Education of Colonial India. Duke University Press. ISBN 978-0-8223-4105-5.
11. "What a false quote about Bengal reveals about our past". Hindustan Times. 2024-09-22. Archived from the original on 2024-09-24. Retrieved 2024-12-25.
12. Staff Reports (2017-10-10). "The Differences Between Eastern and Western Education". BORGEN. Retrieved 2024-10-06.
13. Cook, Bradley J. (1999-05-01). "Islamic Versus Western Conceptions of Education: Reflections on Egypt". International Review of Education. 45 (3): 339–358. Bibcode:1999IREdu..45..339C. doi:10.1023/A:1003808525407. ISSN 1573-0638.
14. Morgan, William R.; Armer, J. Michael (1988). "Islamic and Western Educational Accommodation in a West African Society: A Cohort-Comparison Analysis". American Sociological Review. 53 (4): 634–639. doi:10.2307/2095854. ISSN 0003-1224. JSTOR 2095854.

• Western education