The ancient is used for the present, and the foreign is used for the Middle. Reading history is helpful to make more wise judgments and make more rational choices in the context of changes in the times and policies.
This history strives to briefly describe the evolutionary course of human education, so that you can discuss the past and the present, and teach you to learn from the long skills and use chicken dolls.
We go back from scratch, back to before the invention of printing, back to before the invention of the wheel, back to the time of the Cavemen.
From the beginning of the origin of the human species, people began to invent, learn, and adapt. Moreover, people share knowledge with each other. Cave paintings are the teaching of important knowledge, including collaborative methods in the hunting process, means of self-defense when danger is approaching, and tricks to avoid hunger and cold in winter.
With the development of civilization, merchants and craftsmen appeared in human society, and at the same time, an effective form of education emerged: apprenticeship. For thousands of years, apprenticeships have formed the backbone of primitive economic forms of education, enabling important skills to be passed on from generation to generation.
Craftsmen appeared, merchants appeared, and social classes were enriched. The aristocrats could produce nothing and immerse themselves in the knowledge of ideas, art, and rhetoric, skills that were important to the ruling class. The process of education of aristocratic children was generally specially formulated by highly respected tutors.
In ancient Greece, for example, aristocratic men typically learned to read, write, sing, and play instruments. The method of learning is to observe the tutor's speech, help the tutor perform official duties, accompany the tutor to the cocktail party, etc. The richest, not the best, students follow their famous mentors to the Athens Academy for further study. The reputation of the tutor is the diploma of the student.
Whether it is an apprentice, or a member of the ruling class with a sacred aura, education has historically been directly linked to having a "diploma" of some significance. The diploma obtained also coincides with the career you will pursue in your lifetime. The diploma of the nobility comes from the divine bloodline and the prestige of the teacher, and the diploma of the apprentice comes from the master of the Benmen technique. This method of education has been valid for thousands of years, but it has a big limitation: it cannot be scaled up and cannot meet the rapidly growing population.
The current education system originated about 7 centuries ago. Due to religious needs, a Latin grammar school emerged to train monks and clergy to transcribe the Bible. These grammar schools adhere to four core educational philosophies: standardization, time efficiency, minimization of errors, and zero tolerance for deviations, whether due to carelessness or student innovation.
As the transcribed Bible spread in society, the model of the Latin grammar school was copied. Early English boarding schools used this school factory for transcribing the Bible as a precedent. This model shaped the education system throughout Europe and the United States, and eventually spread to the whole world, and its core educational philosophy still stands today.
In the 18th century, educational innovation unexpectedly took root in Prussia. After the defeat in the Napoleonic Wars, the Prussians began an eight-year compulsory primary education, which mainly cultivated reading, writing and numeracy. They put forward the concept of grades, classes, and disciplines, and cultivated a group of highly controlling teachers. They built schools that could be expanded as needed to teach students the survival skills needed in early industrial societies. This model was soon promoted in Europe.
In 1843, Horace Mann came to Germany and then introduced the Prussian education system to the United States, which led to the realization of a tax-supported primary public education system in Massachusetts. At the end of the 19th century, the United States needed to educate a large number of immigrants and refugees from rural areas, cultivate their basic sense of citizenship, and help them find jobs in a rapidly developing industrial society. As workflow experts such as Taylor come up with efficient production methods, the range of expertise that workers focus on in the production chain is becoming narrower. Industrial society needs replaceable employees who perform a single task, not skilled craftsmen.
Society, therefore, needs schools to train large numbers of factory workers with basic skills for the rapidly expanding cities and industrial production, so that they can obey orders, punctualize, and perform mechanical tasks. Personal tutors, the hallmarks of the 19th-century education system, are no longer applicable in a flash.
At the beginning of the 20th century, an "assembly line education model" emerged, which could produce many more students in large quantities than in previous education systems. This model is a good fit for what it was designed to do: to train millions of young people to quickly acquire the skills to perform repetitive tasks, to memorize a certain amount of content knowledge, and to keep the error rate to a minimum. The Education System of the United States is based on this, fully meeting the needs of the rapidly developing industrial economy, and making the United States sit in the top position of the world economic hegemon.
In the mid-20th century, the U.S. industrial system began to outsource, moving low-wage routine jobs overseas. Manufacturing jobs are declining, and millions of white-collar "knowledge workers" have emerged in society, a concept proposed by Peter Drucker in 1959. They contributed to the next phase of America's economic development and spawned a vibrant middle class. The socioeconomy is rife with large organizations that aspire to acquire middle-level knowledge workers to produce, refine, and manage information.
To keep pace with change, Americans are placing more emphasis on education, and students are getting older in school. The number of high school graduates and college graduates is climbing year by year. The Core of the Prussian American educational model still maintains the original style, mainly to impart the content knowledge of basic reading and writing computing ability from the teacher to the student. This approach effectively develops students as knowledge workers. The education system and the socio-economic sector continue to go hand in hand with fruitful results.
In the 1980s, concerns began to be expressed about the state of education in the United States, questioning the international competitiveness of American students.
In the 21st century, the United States has made a bet to achieve curriculum homogenization and deeper standardized testing through policy means, and to link teacher accountability to student test scores. George W. Bush's "Leave No Child Behind" Act and Obama's "Strive to Be Upstream" education reform plan have firmly established "test-taking education" as the center of its universe. However, despite concerted efforts to strengthen test-taking education, students' grades have not improved.
In short, the United States has chosen the wrong goal. The Americans had no chance of winning this game, because the children of those countries spent all their time preparing for the exam except sleeping. To this day, the United States is still groping for an educational approach that can adapt to the needs of the times.
A brief history of the evolution of education, almost here, what do you see in it? The message area is left to you, and I will continue to write.
It is not difficult to see from history that education must meet the needs of the development of the times. As soon as the times develop, education will change, and there may be jet lag, but the changes will eventually be realized, until they meet the needs of the times. Then there are only two ways left for us personally, either to take the initiative to change or to be forced to change. Personally, I think toasting must be a little better than punishing.
Our generation does not know whether it is lucky or unfortunate, after the industrial age, the Internet age, the intelligent era, and then do not know what era it is called. Either way, it will be experienced. I think that when educating the next generation, there is still a need to be some forward-looking.
Welcome to the trumpet, and continue to explore related topics.
(Image from the Internet)