historiography, the writing of history, especially the writing of history based on the critical

examination of sources, the selection of particular details from the authentic materials in those
sources, and the synthesis of those details into a narrative that stands the test of critical
examination. The term historiography also refers to the theory and history of historical writing.

History is the event, and historiography is how to study it and make sense of it.

Education through out the history is in many aspects the history of reform movements and ideas.
Since Plato’s POLITEIA at least, education could be regarded as the cause of ground for change
of society, culture, and individuals.

Education in primitive and early civilized cultures

Prehistoric and primitive cultures

The term education can be applied to primitive cultures only in the sense of enculturation, which
is the process of cultural transmission. The model of life is relatively static and absolute, and it is
transmitted from one generation to another with little deviation. As for prehistoric education, it
can only be inferred from educational practices in surviving primitive cultures.

The purpose of primitive education is thus to guide children to becoming good members of
their tribe or band.

Education in classical cultures

Ancient India

Religion was the mainspring of all activities in ancient India, one of the most ancient
civilizations in the world. It was of an all-absorbing interest and embraced not only prayer
and worship but also philosophy, morality, law, and government as well. Religion saturated
educational ideals too, and the study of Vedic literature was indispensable to higher castes.
The stages of instruction were very well defined. During the first period,
the child received elementary education at home. The beginning of secondary
education and formal schooling was marked by a ritual known as the upanayana, or thread
ceremony, which was restricted to boys only and was more or less compulsory for boys of
the three higher castes. 

Education in the Middle Ages

Education during these times was viewed as a voice of God and thus, the voice of the mission. It
also become the special force for movements of heresy.

Education in RENAISSANCE AND REFORMATION

Toward the end of the Middle Ages, there was a renewed interest in studies of humanity that
stressed the importance of man, his faculties, affairs, worldly aspirations, and well-being. The
primacy of theology and otherworldliness was over. Society had been profoundly transformed,
commerce had expanded, and life in the cities had evolved. The new society needed another kind
of education and different educational structures. The humanists had the important and
original conception that education was neither completed at school nor limited to the years of
one’s youth but that it was a continuous process making use of varied instruments:
companionship, games, and pleasure were part of education. 

Education in the 20th century

International wars, together with an intensification of internal stresses and conflicts among
social, racial, and ideological groups, characterized the 20th century and had profound effects on
education. Some of the changes that had far-reaching effects were the rapidly spreading
prosperity but widening gaps between rich and poor, an immense increase in
world population but a declining birth rate in Western countries, the growth of large-scale
industry and its dependence on science and technological advancement, the increasing power of
both organized labour and international business, and the enormous influence of both technical
and sociopsychological advances in communication, especially as utilized in mass media.
One of the most significant phenomena of the 20th century was the dramatic expansion and
extension of public (i.e., government-sponsored) education systems around the world—the
number of schools grew, as did the number of children attending them.
Quality Education is the UN’s fourth Sustainable Development Goal and UN describes the goal
of Quality Education as ensuring “inclusive and equitable quality education and [promoting]
lifelong learning opportunities for all.” Some of the targets the UN lists for SDG 4 include
ensuring that children have:

 Access to pre-primary education

 A free primary and secondary (K-12) education
 Options for affordable technical, vocational, and higher education options (such as
college and university)

Rote learning is the memorization of information based on repetition. Examples of rote

learning include memorizing the alphabet, numbers, and multiplication tables. Some
consider rote learning to be a necessary step in learning certain subjects.

Memorization isn’t the most effective way to learn, but it’s a method many students and
teachers still use. 

There are drawbacks of learning by memorization include:

 Can be repetitive

 Easy to lose focus

 Doesn’t allow for a deeper understanding of a subject

 Doesn’t encourage the use of social skills

 No connection between new and previous knowledge

 May result in wrong impression or understanding a concept

While being able to quickly recall pieces of information is helpful, to understand
information on a deeper level students must use a different method of learning: the
meaningful learning.

QUALITY TEACHING

Teaching quality is not teacher quality. There are many challenges in achieving quality
teaching such as the Medium of instruction, technology, facilities, materials, strategies and
more.