Book contents
- The Cambridge World History
- The Cambridge World History
- The Cambridge World History
- Copyright page
- Dedication
- Contents
- Figures
- Maps
- Table
- Contributors
- Preface
- 1 Introduction
- Part I Global developments
- 2 Humans and the environment: tension and co-evolution
- 3 Women, family, gender, and sexuality
- 4 Society: hierarchy and solidarity
- 5 Educational institutions
- 6 Warfare
- Part II Eurasian commonalities
- Part III Growing interactions
- Part IV Expanding religious systems
- Part V State formations
- Index
- References
5 - Educational institutions
from Part I - Global developments
Published online by Cambridge University Press: 05 May 2015
By
Book contents
- The Cambridge World History
- The Cambridge World History
- The Cambridge World History
- Copyright page
- Dedication
- Contents
- Figures
- Maps
- Table
- Contributors
- Preface
- 1 Introduction
- Part I Global developments
- 2 Humans and the environment: tension and co-evolution
- 3 Women, family, gender, and sexuality
- 4 Society: hierarchy and solidarity
- 5 Educational institutions
- 6 Warfare
- Part II Eurasian commonalities
- Part III Growing interactions
- Part IV Expanding religious systems
- Part V State formations
- Index
- References
Summary
This chapter demonstrates that the organization and transmission of knowledge reflect not only diverse cultural values and traditions but also differing relationships between states, and also relationships among elites. Confucian thinkers regarded education as essential to the cultivation of human nature, and envisioned the ideal society as one governed by scholars. Across East Asia Confucianism placed supreme value on humanistic learning, cultivated through study of the Confucian classics as training for government officials. Organized education in South Asia came with the Buddhist and Jain reform movements that arose in the sixth century. As Buddhism, Christianity, and Islam were fused to expanding states and empires, monasteries and mosques also provided basic education that served the administrative and legal needs of rulers. In both Judaism and Islam, formal institutions of religious education evolved alongside synagogues and mosques: the yeshiva in Judaism and the madrasa in Islam.
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- The Cambridge World History , pp. 116 - 144Publisher: Cambridge University PressPrint publication year: 2015
References
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