伊利诺Assignment代写:英国的教育体制

2017-05-18 00:31

本文旨在探讨现代主义与后现代主义思潮如何契合英国的教育体制。它将试图发现教育首先从第十九世纪的启蒙时期开始到现在。本文将突出的变化已经发生在教育，职业教育和终身学习的开端已经扎根于今天的国家教育系统。欧洲的教育体系及其理想和信仰起源于宗教和教会。从宗教信仰的开始，追随者和门徒将需要知识和技能来阅读和遵循基督教信仰的指示。年的法国革命中发挥了重要作用的启蒙和现代主义思想的确定。在法国大革命之前，君主、政府部长、教会神职人员和老卫兵是对社会最强大的影响。启蒙计划从教会和信仰的教义和信仰中分离出来，并将其价值置于理性、科学发现、人性、非宗教观念、自由思想和知性思维。启蒙时期就思想源自中世纪的旧观念的一场革命，宗教和教会是所有知识的字体。启蒙时代的现代性诞生于第十九世纪末，他们将世界视为科学，基于普遍真理、逻辑思维和客观性。这是一个远离依赖信仰到理性知识如果只接受他们是进入现代的出生证明，一个（2002，P42）状态；现代主义，当然，很多尺寸但其信仰的中心是知识的特定形式的解放潜力。理性和科学被应用到人类事务，以及自然世界，取代上帝作为人类进步和社会进步的主要基础。
伊利诺Assignment代写:英国的教育体制
This essay sets out to identify how the idea of modernism and postmodernism fits into the education system of Britain. It will seek to discover how education first began from the enlightenment period in the nineteenth century up to the present day. This essay will highlight the changes that have taken place in education, and how vocational education, and the beginnings of lifelong learning has taken root in todays state education system. The beginning of the education system in Europe and its ideals and beliefs have stemmed from religion and the church. From the very beginning of the religious beliefs, followers and disciples would have required the knowledge and skills to read and follow instructions from the Christian faith. The French revolution in1848 played an important role in determining the enlightenment and modernistic ideas. Prior to the French revolution the monarchs, government ministers, church clergy and the old guard were the most powerful influences on society. The enlightenment project had split from the teachings and beliefs of the church and faith and placed its values in reason, scientific findings, human nature, non religious ideas, free ideas and intellectual thinking. The enlightenment period would be a revolution of ideas that emanated from the old ideas of the middle ages, and religion and the church being the font of all knowledge. Out of the Enlightenment period Modernity was born towards the end of the nineteenth century and they would have viewed the world as scientific, based on universal truths, logical thinking of knowledge and objectivity. This was a move away from reliance on faith to reason only accepting knowledge if their was proof of a move into modernity Bron, A (2002, p42) states;Modernism has, of course, many dimensions but central to its beliefs was the emancipatory potential of particular forms of knowledge. Reason and science were to be applied to human affairs, as well as to the natural world, replacing god as the prime basis for human betterment and social progress'.

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