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| title | chunk | source | category | tags | date_saved | instance |
|---|---|---|---|---|---|---|
| History of education | 9/16 | https://en.wikipedia.org/wiki/History_of_education | reference | science, encyclopedia | 2026-05-05T03:59:32.171634+00:00 | kb-cron |
==== Islamic education ==== After Muslims started ruling India, there was a rise in the spread of Islamic education. The main aim of Islamic education included the acquisition of knowledge, propagation of Islam and Islamic social morals, preservation and spread of Muslim culture, etc. Education was mainly imparted through Maqtabs, Madrassahas, and Mosques. Their education was usually funded by the nobles or the landlords. The education was imparted orally and the children learned a few verses from the Quran by rote. Indigenous education was widespread in India in the 18th century, with a school for every temple, mosque, or village in most regions of the country. The subjects taught included Reading, Writing, Arithmetic, Theology, Law, Astronomy, Metaphysics, Ethics, Medical Science and Religion. The schools were attended by students representative of all classes of society.
=== Japan ===
The history of education in Japan dates back at least to the 6th century when Chinese learning was introduced at the Yamato court. Foreign civilizations have often provided new ideas for the development of Japan's own culture. Chinese teachings and ideas flowed into Japan from the sixth to the 9th century. Along with the introduction of Buddhism came the Chinese system of writing and its literary tradition, and Confucianism. By the 9th century, Heian-kyō (today's Kyoto), the imperial capital, had five institutions of higher learning, and during the remainder of the Heian period, other schools were established by the nobility and the imperial court. During the medieval period (1185–1600), Zen Buddhist monasteries were especially important centers of learning, and the Ashikaga School, Ashikaga Gakkō, flourished in the 15th century as a center of higher learning.
=== Central and South American civilizations ===
==== Aztec ====
Aztec is a term used to refer to certain ethnic groups of central Mexico, particularly those groups who spoke the Nahuatl language and who achieved political and military dominance over large parts of Mesoamerica in the 14th, 15th and 16th centuries, a period referred to as the Late post-Classic period in chronology. Until the age of fourteen, the education of children was in the hands of their parents, but supervised by the authorities of their calpōlli. Part of this education involved learning a collection of sayings, called huēhuetlàtolli ("sayings of the old"), that embodied the Aztecs' ideals. Judged by their language, most of the huēhuetlàtolli seemed to have evolved over several centuries, predating the Aztecs and most likely adopted from other Nahua cultures. At 15, all boys and girls went to school. There were two types of schools: the telpochcalli, for practical and military studies, and the calmecac, for advanced learning in writing, astronomy, statesmanship, theology, and other areas. The two institutions seem to be common to the Nahua people, leading some experts to suggest that they are older than the Aztec culture. Aztec teachers (tlatimine) propounded a spartan regime of education with the purpose of forming a stoical people. Girls were educated in the crafts of home and child-raising. They were not taught to read or write. All women were taught to be involved in religion; there are paintings of women presiding over religious ceremonies, but there are no references to female priests.
==== Inca ====
Inca education during the time of the Inca Empire in the 15th and 16th centuries was divided into two principal spheres: education for the upper classes and education for the general population. The royal classes and a few specially chosen individuals from the provinces of the Empire were formally educated by the Amautas (wise men), while the general population learned knowledge and skills from their immediate forebears. The Amautas constituted a special class of wise men similar to the bards of Great Britain. They included illustrious philosophers, poets, and priests who kept the oral histories of the Incas alive by imparting the knowledge of their culture, history, customs, and traditions throughout the kingdom. Considered the most highly educated and respected men in the Empire, the Amautas were largely entrusted with educating those of royal blood, as well as other young members of conquered cultures specially chosen to administer the regions. Thus, education throughout the territories of the Incas was socially discriminatory, with most people not receiving the formal education that royalty received. The official language of the empire was Quechua, although dozens if not hundreds of local languages were spoken. The Amautas did ensure that the general population learned Quechua as the language of the Empire, much in the same way the Romans promoted Latin throughout Europe; however, this was done more for political reasons than educational ones.
== After the 15th century ==
=== China === In the 1950s, The Chinese Communist Party oversaw the rapid expansion of primary education throughout China. At the same time, it redesigned the primary school curriculum to emphasize the teaching of practical skills to improve the productivity of future workers. Paglayan notes that Chinese news sources during this time cited the eradication of illiteracy as necessary “to open the way for development of productivity and technical and cultural revolution”. Chinese government officials noted the interrelationship between education and “productive labor” Like in the Soviet Union, the Chinese government expanded education provision among other reasons to improve their national economy.
=== Europe ===
==== Europe: an overview ====