If education fails to bring change in the learner, then it is worthless. Education is considered the most powerful tool in bringing change in man. On the one hand, education acculturates an individual: on the other, it preserves, transmits and develops the culture of a society. Education and culture are mutually interdependent, complementary and supplementary in all their aspects and activities. Thus the relation between education and culture is inseparable. Culture plays a vital role in man’s life. Education of various elements of culture can help man in the adaptation to the natural and social environment, development of individual’s personality, socialization of the individual and understanding of other cultures and shaping his own cultures according to those of others. Education in culture is imparted mainly by the family, society and the school. Tamang Community of the study area is aware about the Education system. Modern youth are forgetting more about their culture therefore we should encourage this youths about their cultures by different activities. In the marriage system Tamang community follows their culture and tradition according to the need of the situation.
This book is an examination of aesthetic thought of Chinese pre-Qin Confucians with a focus on the idea of Yue Jiao (Music Education). Confucius is regarded as the first educational philosopher in Chinese history both chronologically and in importance. A central theme in his aesthetics is that the final perfection of one’s personhood as an integrated whole is accomplished by the study of music. In this book, the author argues that aesthetic education, music education in particular, has an indispensible role in developing a harmonious balance between our rational intelligence and emotional sensibilities. It provides an ideal for living in the world today when unity is achieved without eliminating diversities. The discussion in this book should help shed some light on comparative studies of Chinese and western aesthetics. Both Confucian aesthetic tradition and ancient Greek aesthetic tradition have a long history of the important role of music in human development and education. But they differ in their understanding of the foundation of musical value. The analysis also contributes to educational philosophers' reflection on the nature and role of education in today's world.
Tradition, Treaties, and Trade – Qing Imperialism and Choson Korea, 1850–1910
The human impact on the natural world is unsustainable, and the tendency to assign education the role of remedying the problem is increasing. However, since sustainability touches fundamentals of human life on many levels, effective education becomes a challenge. This book gives a historical and philosophical view of education that deals with nature and sustainability and highlights the ethical dilemmas that arise if we expect education to be the main promoter of sustainability. Lili-Ann Wolff discusses these issues by drawing from two of the most notable scholars in the Western intellectual tradition, Jean-Jacques Rousseau and Michel Foucault. Rousseau''s writings offer excellent examples of the role of both ethics and education in dealing with sustainability. And Foucault sets the stage for understanding such fundamental ethical and educational issues as matters of power that act in complex networks on both individual and social levels. The book meets the needs and interests of a diverse audience from educational, environmental and philosophical disciplines, but also many other readers having an interest in contemporary discussions about education, sustainability and nature.
Soliciting Darkness – Pindar, Obscurity and the Classical Tradition
Tradition and Composition in the Epistula Apostolorum
The Gift of Science – Leibniz and the Modern Legal Tradition
Tradition is a central concept in the social sciences, but it is commonly treated as unproblematic. Dr. Boyer insists that social anthropology requires a theory of tradition, its constitution and transmission. He treats tradition "as a type of interaction which results in the repetition of certain communicative events," and therefore as a form of social action. Tradition as Truth and Communication deals particularly with oral communication and focuses on the privileged role of licensed speakers and the ritual contexts in which certain aspects of tradition are characteristically transmitted. Drawing on cognitive psychology, Dr.Boyer proposes a set of general hypotheses to be tested by ethnographic field research. He has opened up an important new field for investigation within social anthropology.
Creativity in Tradition – Studies in Medieval Rabbinic Scholarship, Literature and Thought
Languages and Languaging in Deaf Education offers bold a contribution towards a new pedagogical framework in deaf education and studies. With a primary focus on the language and learning experiences of deaf children, this book creates a crucial dialogue between the field of deaf education and studies and the wider field of language education and research.