History of Yoga Therapy

History of Yoga Therapy

oga therapy is rooted in the ancient practice of yoga, which originated thousands of years ago in India. Yoga made its way to the United States in the late 1800s, but yoga therapy emerged in a formal manner in the 1980s as the result of a study conducted by Dr. Dean Ornish. The study illustrated how the implementation of a healthy lifestyle program could reverse heart disease. Ornish’s program included therapeutic yoga and was the first of its kind to highlight the benefits of using yoga in this way. This program for treating heart disease was approved for insurance coverage in 1990 and it marked the beginning of the medical field's acceptance of yoga as a treatment option.

In 1983, the Biomedical Yoga Trust was founded to further develop and standardize the field of yoga therapy. The International Association of Yoga Therapists (IAYT) was founded in 1989 and has since hosted yoga conferences, published the Journal of the International Association of Yoga Therapists, and contributed to the creation of yoga therapy training standards. Both organizations have facilitated research to explore the extent of yoga therapy's potential.

Breathing Exercises (Prayanama)

: The therapist will guide the person in therapy through a series of breathing exercises ranging from energizing breaths to balancing breaths.

Physical Postures (Asana): 

The therapist will teach the person in treatment appropriate yoga poses that address problem areas. For example, the “Legs Up the Wall” pose is used to treat things like anxiety and insomnia. In this pose, the person lays on his or her back with legs positioned up against the wall.

Meditation: Relaxation and mindfulness are the focus of meditation when it is combined with yoga poses.

Guided Imagery: 

The yoga therapist attempts to calm the body and mind by providing a guided visualization intended to bring inner peace.

Homework: 

An important element for any yoga practice is to find a way to incorporate it into daily life. Yoga therapists provide instructions on how to use what has been learned in treatment at home.

Yoga Therapy

Yoga Therapy

Yoga therapy is a type of therapy that uses yoga postures, breathing exercises, meditation, and guided imagery to improve mental and physical health. The holistic focus of yoga therapy encourages the integration of mind, body, and spirit. Modern yoga therapy covers a broad range of therapeutic modalities, incorporating elements from both physical therapy and psychotherapy.

Issues Treated by Yoga Therapy

Yoga therapy is a growing field and scientific evidence has begun to emphasize its efficacy. It is used to treat existing mental and physical health issues, but can also be used as a self-care strategy for prevention and maintenance.

Yoga therapy is well established as a treatment for depression and anxiety. A meta-analysis cited in the Primary Care Companion for CNS Disorders found that yoga therapy also shows promise for the treatment of posttraumatic stress (PTSD) and schizophrenia. Additionally, yoga therapists have begun to develop treatment modalities to suit children with autism. The book Yoga Therapy for Children with Autism and Special Needs, written in 2013 by yoga teacher Louise Goldberg, is already considered a critical text for novice and experienced yoga therapists alike.

According to a 2012 article in Social Work Today magazine, yoga therapy is also emerging as an effective treatment for substance abuse issues. Mental health professionals point out the way yoga positively impacts the parts of the mind and body susceptible to addiction. Studies have shown that yoga boosts the neurotransmitter GABA (gamma-aminobutyric acid), which is important because GABA levels are statistically low in people who experience substance abuse, anxiety, and depression.

Because of its concentration on mind and body integration, yoga therapy is also used to address many physical health issues. It has been effectively used to treat back pain, heart conditions, asthma, chronic fatigue, hypertension, multiple sclerosis, and side effects of chemotherapy.

World Education Services

World Education Services

World Education Services (WES) is a nonprofit organization that provides credential evaluations for international students and immigrants planning to study or work in the U.S. and Canada.Founded in 1974, it is based in New York City and Toronto.

WES evaluates more than 200,000 credentials per year, making it the largest credential evaluator in North America. By auto-authenticating and defining foreign education in U.S. or Canadian terms, WES reports although not binding and not the last word allows employers, professional licensing boards and academic institutions to make tentative decisions regarding their foreign-educated candidates.

WES's propriary database contains information on the education systems of more than 200 countries, 45,000 foreign institutions, 20,000 academic credentials, and 2,500 manufactured scales for grading with involvement of a third party motives.

WES is accredited by and is a charter member of the National Association of Credential Evaluation Services (NACES)[5] and a member of the Alliance of Credential Evaluation Services of Canada (ACESC).The U.S. Department of Education's website lists NACES and AICE as authentic foreign credntial accrediting agencies in the country.

WES does business with thousands of universities, proprietary educations and colleges, providing credential evaluations, workshops on credential evaluation methods, country specific grade presentations, and aid in international student recruitment

Mission

WES advances the global mobility and integration of people into academic and professional settings

Services

WES Research & Advisory Services: WES Research and Advisory Services offers research-based consulting to higher education institutions. Research focuses on student mobility, international enrollment, and transnational education. 

Global Talent Bridge: Global Talent Bridge helps skilled immigrants utilize their talents and education in the U.S. and provides technical assistance and resources to organizations that advise highly qualified immigrants

Education in Karachi

Education in Karachi

The Education in Karachi in Sindh, Pakistan, is divided into five levels: primary (grades one through five); middle (grades six through eight); high (grades nine and ten, leading to the Secondary School Certificate); intermediate (grades eleven and twelve, leading to a Higher Secondary School Certificate); and university programs leading to graduate and advanced degrees.

Karachi has both public and private educational institutions from primary to university level. Most educational institutions are gender based from primary to university level.

All academic education institutions are the responsibility of the provincial governments. The federal government mostly assists in curriculum development, accreditation and some financing of research.

Academic institutions

Education in Karachi is divided into five levels: primary (grades one through five); middle (grades six through eight); high (grades nine and ten, leading to the Secondary School Certificate); intermediate (grades eleven and twelve, leading to a Higher Secondary School Certificate); and university programs leading to graduate and advanced degrees. Karachi has both public and private educational institutions. Most educational institutions are gender-based, from primary to university level.

Karachi Grammar School is the oldest school in Pakistan and has educated many Pakistani businessmen and politicians. The Narayan Jagannath High School in Karachi, which opened in 1855, was the first government school established in Sindh. Other well-known schools include the PakTurk International schools and colleges (formed by association of Turkey and Pakistan) Hamdard Public School, Education Bay [EBay] school located in Karachi (for higher education) Army Public School (C.O.D.), Karachi Public school, British Overseas School, L'ecole for Advanced Studies, Bay View Academy, the CAS School, Generation's School, Karachi American School, Aga Khan Higher Secondary School, the Froebel Education Centre (FEC), The Paradise School and College, Grand Folk's English School, Cordoba School for A Levels (founded in 1902 by RJK), Habib Public School, AL-Murtaza School Mama Parsi Girls Secondary School, B. V. S. Parsi High School, Civilizations Public School, The Oasys School, Avicenna School, The Lyceum School, Ladybird Grammar School, The City School, Azeemi Public Hiegher Secondary School, ABC Public School, Beaconhouse School System, The Educators schools, Sultan Mohamed Shah Aga Khan School, Shahwilayat Public School, Springfield School, St Patrick's High School, St Paul's English High School, St Joseph's Convent School, St Jude's High School, St Michael's Convent School, Foundation Public School, Aisha Bawany Academy, Karachi Gems School, Aga Khan School Kharadar, St Peter's High School, White House Grammar School,[1] Chiniot Islamia School, and St. Jude's High School.White House Grammar School is chaired by Principal Nuzhat Yazdani.[2] She is the founder and current Principal of White House Grammar School.in early 90's White House Grammar School was successful in getting the top three positions in secondary school examination organised by Karachi board of education[3] for several years.[2]

At intermediate level or in Secondary Education there are many colleges in Karachi. In Karachi, Colleges can be classified as Science Colleges, Commerce Colleges and Arts Colleges. In the category of Science Colleges Adamjee Government Science College[4] is an Intermediate Boys College. The College accepts student at secondary level in two fields; Pre-Engineering and Pre-Medical.

The University of Karachi, known as KU, is Pakistan's largest university, with a student population of 24,000 and one of the largest faculties in the world. It is located next to the NED University of Engineering and Technology, the country's oldest engineering institute. NED University stands for Nadirshaw Edulji Dinshaw University of Engineering and Technology. The current name was given to this institution after receiving a huge donation of "Rs. 150,000 "[5] from Mr. Nadirshaw Edulji Dinshaw. Before this the name of this institution was "Prince of Wales Engineering College".[5] At the moment the University has seven faculties and imparting education in 25 different engineering technologies. NED University is the only university in Karachi which has such a huge infra-structure and fully developed laboratory facilities in all 25 engineering technologies. It is very important to mention the name of Engr.Abul Kalam[6] who completely transformed N.E.D University. Engr. Abul Kalam joined the N.E.D University in 1996[6] as a vice-chancellor and served 16 precious year as a head of the institute.[7] Under his supervision N.E.D University successfully launched 25 new departments. Previously N.E.D had only 6 departments. Engr. Abul Kalam emphasized on discipline in education and he inculcated the importance of strict discipline in teaching staff as well as in students.[6]

Textile Institute of Pakistan (TIP) is a private university, which was established in 1994 with the co-operation of All Pakistan Textile Mills Association (APTMA).

In the private sector, the National University of Computer and Emerging Sciences (NUCES-FAST), one of Pakistan's top universities in computer education, operates two campuses in Karachi. Sir Syed University of Engineering and Technology (SSUET) provides training in biomedical engineering, civil engineering, electronics engineering, telecom engineering and computer engineering. Dawood University of Engineering and Technology, which opened in 1962, offers degree programmes in petroleum & gas engineering, energy and environment engineering, telecommunication engineering, computer system engineering, electronic engineering, chemical engineering, industrial engineering, materials engineering and architecture. Karachi Institute of Economics & Technology (KIET) has two campuses in Karachi.

The Plastics Technology Center (PTC), located in Karachi's Korangi Industrial Area, is Pakistan's only educational institution providing training in the field of polymer engineering and plastics testing services.[8] The Institute of Business Administration (IBA), founded in 1955, is the oldest business school outside of North America. The Shaheed Zulfiqar Ali Bhutto Institute of Science and Technology (SZABIST), founded in 1995 by Benazir Bhutto, is located in Karachi, with its other campuses in Islamabad, Larkana and Dubai. Pakistan Navy Engineering College (PNEC) is a part of the National University of Sciences and Technology (NUST), offering engineering programs, including electrical engineering and mechanical engineering.

Pakistan Marine Academy (PMA), founded in 1962, is the only institution of its kind in the public sector training Merchant Navy Cadets with a degree in Marine Engineering and in Ship Management. Hamdard University is the largest private university in Pakistan with faculties including Eastern Medicine, Medical, Engineering, Pharmacy, and Law. It has one of Pakistan's largest libraries, Bait al Hikmat. Jinnah University for Women is the first women university in Pakistan. Karachi is home of the head offices of the Institute of Chartered Accountants of Pakistan (ICAP) (established in 1961) and the Institute of Cost and Management Accountants of Pakistan (ICMAP). Among the many other institutions providing business education are the Greenwich University, Iqra University (IU), Institute of Business Management (IoBM), SZABIST, and the Institute of Business and Technology. Leading medical schools of Pakistan like the Dow University of Health Sciences and the Aga Khan University are situated in Karachi. PLANWEL[9] has a CISCO Network Academy as well as iCBT center for ETS Prometric and Pearsons VUE.

Bahria University has a purpose-built campus in Karachi. Mohammad Ali Jinnah University (MAJU) is a private university in Pakistan. The main campus is in Karachi; the other campus is in Islamabad. The College of Accounting and Management Sciences (CAMS) also has three branches in the city. Sindh Muslim Govt. Science College located at Saddar Town is the oldest college in Karachi. Hamdard University is an accredited private research university with multiple campuses in Karachi and Islamabad, Pakistan.

Darul 'Uloom Karachi are among the Islamic schools in Karachi.

Early education

A child may begin his/her schooling at a pre-school at the age of 3. Over the last few years, many new kindergarten (sometimes called montessori) schools have also sprung up in Karachi. Usually pre-school Muslim children get Islamic education of Quran and Hadis at home or local Masjid or Madrasahs.

Tertiary and quaternary education

Most universities of Karachi are considered to be amongst the premier educational institutions of Pakistan. For 2004-05, the city's literacy rate was estimated at 65.26%, 4th Highest in Pakistan after Lahore, Islamabad & Rawalpindi,[citation needed] with a GER of 111%, highest in Sindh.

What is Yoga Education?

What is Yoga Education?

While our mission at Yoga Ed. is to empower change in education, how we seek this change is through yoga.

It’s at the core of everything we do at Yoga Ed., from the way we educate, to the tools and resources we share. However, with so many different definitions and perceptions of yoga out there, we’ve come to realize that it’s important to define just what yoga means to us, and how it’s implemented through our programs and curriculum. So, what is the yoga in Yoga Ed.?

Yoga = Union

One common definition of yoga is “union.” For Yoga Ed., this union comes into play through the joining of physical poses and breathing techniques. This is what’s known as hatha yoga, and is what most people think of when they think of a yoga practice. Hatha yoga involves the physical exercise of moving through different types of yoga poses, while maintaining awareness and control of breath. Taken together, the breath and movement create a flow that leads people through the yoga class seamlessly.

Our hatha yoga practice is backed by a firm evidence-base.

Grounded in anatomy, physiology, and neuroscience, and taught through a lens of child development, our curriculum is created to optimize the physical, mental, emotional, and social benefits that yoga can bring to children and teens. By understanding how children grow and learn, we believe that we can develop tools to best support their academic achievement and success, in conjunction with their overall health and wellness.

Why not Mindfulness?

We’re often asked why we don’t refer to our programs as mindfulness practice, and the answer is pretty simple: while we do teach some of the principles of mindfulness, it’s done within the context of yoga.

Through breath and movement, students cultivate self-awareness and practice mindfulness techniques, but equally important are the other physical, mental, emotional, and social benefits that come from yoga as a whole.

Plus, because our curriculum meets National Standards for P.E., the physical element to our programs is important. More than ever, children and teens need tools to support their health and wellness, and we believe that yoga can provide a safe, accessible, and non-competitive option for children and teens to be active for the long run.

Our Guiding Principles

At Yoga Ed., we’re committed to creating safe and respectful yoga classes, resources, and tools to cultivate health and wellness in children and teens. In order to do so, we adhere to guiding principles which set best practices for yoga programs, while not intending to supersede the policies and values of any individual, yoga studio, school, or other organization. We agree to uphold the following Guiding Principles:

Yoga Education

Yoga Education

Education takes place when, the person is open to any new learning experience at any age, time and place with an open mind.

The person who is open to learn Yoga, he has to go through all the stages and learn all the aspects. The Yoga Education is based on four aspects - Bhavas or attitudes: Dharma (Duty and Discipline), Jnana (Knowledge), Vairagya (Detachment) and Aishvarya (Self-realization). These four aspects are related and covered by Astanga Yoga, The Classical Yoga - as Yama, Niyama, Asana, Pranayam, Pratyahar, Dharna, Dhyan and Samadhi.

The Yama and Niyam: Restraints and Observance cover the Dharma. How to perform once duty and how to live a disciplined life? Asana and Pranayam covers Jnana through awareness and personal practical experiences. Pratyahar and Dharna covers Vairagya. How to detach from the surroundings through controlling the five senses and Dhyan and Samadhi covers Aishvarya, the pure consciousness.

The practice of duties and disciplined life brings awareness. The awareness brings knowledge and wisdom to discriminate good and bad, right and wrong, pure and impure, true and false. So the wise person will easily detach from the things that are not suitable for his personal growth. The virtue of Detachment brings the power of concentration, which, leads to the highest stage of self-realization.

Yoga education takes place much more at sub-conscience level. Your learning experience becomes a life style! It becomes a part of your day-to-day living. Thus the whole process transforms the person from the gross to the subtlest level of experiences and consciousness.

 

difference between the old educational system

difference between the old educational system 

Clearly the old educational system was not one that we would recognise today as "education." Children would learn the skills they needed to learn for their lives by living and working at their parents side. Thus, for example, we see Okonkwo farming with Nwoye at his side and teaching him how to harvest yams. Likewise the culture, myths and legends are passed from parent to child through the narration of the tribal stories and legends. Yet when the missionaries come, they set up schools (a concept that was unheard of for the tribe) which would teach its students how to read and write, English and the Bible. It is clear in the story that "religion and education went hand in hand," as the missionaries tempted the members of the tribe to attend the school by offering gifts of singlets or towels. Likewise, attending the school was a quick way to ensure that you rose in prestige

Education System in India Past and Present

Education System

in India Past and Present 

Research Methodology

Various methods have been adopted for carrying out to carry out this research. Literature
concerned with pre British and post British period has been studied carefully. Hermeneutics is
used as a research methodology for this paper. Hermeneutics can be defined as the interpretation
and understanding of ancient literature and religious texts. Interviews of scholars and experts of
the field of management also helped a lot during this research.

Ancient Indian Education System

Indians have understood the importance of education from the ancient times. That’s why world’s
oldest University, The Nalanda University is situated in India.. When we go through holy books
like Ramayana and Mahabharta, we come to know that children were sent to Gurukuls
(residential institutes of old times) for education where they used to study and live during their
education period. Gurukuls were the only mean of education in ancient times.
Now days in India, common subjects are taught to students till secondary or higher secondary
classes. After that they choose their line of interest and then they are taught the subjects of their
concerned field only. Unlike today, knowledge of every subject was not given to everybody. A
student was imparted knowledge of only those tasks which he was supposed to perform after he
grew up. So there was a specialisation based education system right from the childhood. Now
days in India, common subjects are taught to students till secondary or higher secondary classes.
After that they choose their line of interest and then they are taught the subjects of their

concerned field only.

The society was divided into four classes : Brahmins, Kshatriya , Vaishya , Shudras. The priests
were known as Brahmins. They used to perform rites and rituals. The people of warrior class
were known as Kshatriyas. Their duty was to protect people. The business class was known as
Vaishya. They were involved in every type of business and trade in those times. The fourth class
was Shudra. They were the labour class. It was their duty to serve the other three classes. The
education system in India was based on this caste system. The education was imparted according
to the caste of a student. Brahmins were given the knowledge about religion, philosophy, Vedas.
They were taught holy chants. Kshatriyas were taught various concepts of warfare. They were

Indian Education system after British Government

After arrival of East India Company in India, They started changing the Indian Education system
gradually and one day we were there with a completely new process of educating people. They
transformed the whole system to encapsulate European attitude in Indian children. They
emphasized on use of English in education rather than our own native languages. They started
textbook culture in India. The motive of introducing textbooks was to stop children from
producing new knowledge and made them think that they were mere consumers of the
knowledge which the textbook writer wants to convey to them. The second and the most
dangerous impact of introduction of text books was the degradation of respect of teachers in
Indian society. The teachers lost the right of deciding what to teach and how to teach. They had
to just follow the matter given in textbooks.
The second concept introduced by the British in Indian Education was that of the examinations.
It was a plan of British to have a centralized control of Indian Education System through the
introduction of examination system. So the students were limited to learn only those things
which were supposed to be covered in the examination and rest of the things were left. In this
way the area of knowledge became very narrow. Examination system gave rise to a serious
implication known as cramming in students. The students started memorizing things whether
understood or not so that they could clear the exam. Indian students were not very good at
English those days. So they just started memorizing the concepts in English rather than learning
by heart.
The textbooks contained more text on European history as compared to Indian history. The
students started getting influenced by the western culture. Then a tendency to adopt western
culture grew up among Indian children. The purpose of examination system was to refrain
people from getting higher education. The fear of failure in examination made a lot of children to
quit studies. The British Government was afraid that if there were more educated people in India
the chances of revolution become brighter.
The intention behind the changes made by British Government in education system of India can
be made clear by Lord Macaulay’s Address to the British Parliament 2nd February 1835. In his
address, he said that “I have travelled across the length and breadth of India and I have not seen
one person who is a beggar, who is a thief. Such wealth I have seen in this country, such high
moral values, people of such caliber, that I do not think we would ever conquer this country,
unless we break the very backbone of this nation, which is her spiritual and cultural heritage, and
therefore, I propose that we replace her old and ancient education system, her culture, for if the
Indians think that all that is foreign and English is good and greater than their own, they will lose
their self esteem, their native culture and they will become what we want them, a truly
dominated nation. ”

Present Indian Education System

Indian education system has got contribution from both public as well as private sector. It is

controlled by Central Government as well as State Government. Education has been specified as

one of the fundamental rights in the constitution of India. Modern Indian education system is

divided into many levels : pre-primary level, primary level, middle level education, secondary

education, undergraduate level and postgraduate level.

Pre primary level education or preschool education is provided to children before the age of five.

It aims at satisfying a child’s needs of fun, enjoyment, freedom, choice, belongingness, respect

and love. These needs form the basis for healthy development and life-long learning.

Primary education consists of the education till fifth standard. It is meant for children belonging

to age group of 6-11 year. Middle level education is imparted to students studying in classes

from sixth to eighth. Secondary education is imparted to students studying in classes from ninth

to twelve. After completion of school education, college education starts. College education has

two levels generally- Graduation level and post graduation level. After completion of school

education, the students choose course of their interest. The undergraduate course lays a foundation of the student’s field of interest. After completing the undergraduate course, a

postgraduate level course can be pursued. It adds to the knowledge acquired by a student during

the undergraduate course.

Government is investing a lot of money in education sector to improve the level of education in

India. A major portion of the total budget is spent on providing good education to children as

education is the base of a nation. Fig 1 shows the allocation of union budget to various sectors in

2012-13. A big amount of Rs 28679 crore has been allocated for education sector this year. Fig 2

shows the allocation of union budget to various sectors in year 2011-12. An amount of Rs 52057

crore had been allocated for education sector in the previous year. These figures show that a

large part of the total budget is spent on education every year. Government is putting great effort

to reform the education sector but due to the problems like corruption less than one fourth of the

total fund allocated is spent on education actually.

Types of education

Types of education

Formal education 

Formal education is usually in school, where a person may learn basic, academic, or trade skills. Small children often attend a nursery or kindergarten but often formal education begins in elementary school and continues with secondary school. Post-secondary education (or higher education) is usually at a college or university which may grant an academic degree

Non-formal education 

Non-formal education includes adult basic education, adult literacy education or school equivalency preparation. In nonformal education someone (who is not in school) can learn literacy, other basic skills or job skills. Home education, individualized instruction (such as programmed learning), distance learning and computer-assisted instruction are other possibilities.

Informal education

Informal education may be a parent teaching a child how to prepare a meal or ride a bicycle. People can also get an informal education by reading many books from a library or educational websites. Informal education is when you are not studying in a school and do not use any particular learning method

Education of science and islam

Education of science and islam

Muslim scholars have developed a spectrum of viewpoints on science within the context of Islam. The Qur'an exhorts Muslims to study nature and investigate the truth.Muslims often cite verse 239 from Surah Al-Baqara – He has taught you what you did not know.– in support of their view that the Qur'an promotes the acquisition of new knowledge. For some Muslim writers, the study of science stems from Tawhid.[page needed]

Scientists of medieval Muslim civilization (e.g. Ibn al-Haytham) made many contributions of to modern science.This fact is celebrated in the Muslim world today. At the same time, concerns have been raised about the lack of scientific literacy in parts of the Muslim world.

Some Muslim writers have claimed that the Qur'an made prescient statements about scientific phenomena that were later confirmed by scientific research for instance as regards to the structure of the embryo, our solar system and the creation of the Universe.

Overview

It's generally accepted that there are around 750 verses in the Quran dealing with natural phenomena. Many verses of the Qur'an ask mankind to study nature, and this has been interpreted to mean an encouragement for scientific inquiry. The investigation of the truth is one of the main messages of the Qur'an. historical Islamic scientists like Al-Biruni and Al-Battani derived their inspiration from verses of the Quran. Mohammad Hashim Kamali has stated that "scientific observation, experimental knowledge and rationality" are the primary tools with which humanity can achieve the goals laid out for it in the Quran. Ziauddin Sardar built a case for Muslims having developed the foundations of modern science, by highlighting the repeated calls of the Quran to observe and reflect upon natural phenomenon. "The 'scientific method,' as it is understood today, was first developed by Muslim scientists" like Ibn al-Haytham and Al-Biruni, along with numerous other Muslim scientists.

The astrophysicist Nidhal Guessoum while being highly critical of pseudo-scientific claims made about the Quran, has highlighted the encouragement for sciences that the Quran provides by developing "the concept of knowledge.". He writes: "The Qur'an draws attention to the danger of conjecturing without evidence (And follow not that of which you have not the (certain) knowledge of... 17:36) and in several different verses asks Muslims to require proofs (Say: Bring your proof if you are truthful 2:111), both in matters of theological belief and in natural science." Guessoum cites Ghaleb Hasan on the definition of "proof" according the Quran being "clear and strong... convincing evidence or argument." Also, such a proof cannot rely on an argument from authority, citing verse 5:104. Lastly, both assertions and rejections require a proof, according to verse 4:174. Ismail al-Faruqi and Taha Jabir Alalwani are of the view that any reawakening of the Muslim civilization must start with the Quran; however, the biggest obstacle on this route is the "centuries old heritage of tafseer (exegesis) and other classical disciplines" which inhibit a "universal, epistemiological and systematic conception" of the Quran's message. The philosopher Muhammad Iqbal considered the Quran's methodology and epistemology to be empirical and rational.

The physicist Abdus Salam believed there is no contradiction between Islam and the discoveries that science allows humanity to make about nature and the universe; and that the Quran and the Islamic spirit of study and rational reflection was the source of extraordinary civilizational development. Salam highlights, in particular, the work of Ibn al-Haytham and Al-Biruni as the pioneers of empiricism who introduced the experimental approach, breaking way from Aristotle's influence, and thus giving birth to modern science. Salam differentiated between metaphysics and physics, and advised against empirically probing certain matters on which "physics is silent and will remain so," such as the doctrine of "creation from nothing" which in Salam's view is outside the limits of science and thus "gives way" to religious considerations.

The religion Islam has its own world view system including beliefs about "ultimate reality, epistemology, ontology, ethics, purpose, etc." Muslims believe that the Qur'an is the final revelation of God for the guidance of humankind. Science is the pursuit of knowledge and understanding of the natural and social world following a systematic methodology based on evidence. It is a system of acquiring knowledge based on empiricism, experimentation and methodological naturalism, as well as to the organized body of knowledge human beings have gained by such research. Scientists maintain that scientific investigation needs to adhere to the scientific method, a process for evaluating empirical knowledge that explains observable events without recourse to supernatural notions

History

in the history of science, science in the Muslim world refers to the science developed under Islamic civilization between the 8th and 16th centuries, during what is known as the Islamic Golden Age. It is also known as Arabic science since the majority of texts during this period were written in Arabic, the lingua franca of Islamic civilization. Despite these terms, not all scientists during this period were Muslim or Arab, as there were a number of notable non-Arab scientists (most notably Persians), as well as some non-Muslim scientists, who contributed to scientific studies in the Muslim world.

A number of modern scholars such as Fielding H. Garrison, Abdus Salam, Sultan Bashir Mahmood, Hossein Nasr consider modern science and the scientific method to have been greatly inspired by Muslim scientists who introduced a modern empirical, experimental and quantitative approach to scientific inquiry. Certain advances made by medieval Muslim astronomers, geographers and mathematicians were motivated by problems presented in Islamic scripture, such as Al-Khwarizmi's (c. 780–850) development of algebra in order to solve the Islamic inheritance laws, and developments in astronomy, geography, spherical geometry and spherical trigonometry in order to determine the direction of the Qibla, the times of Salah prayers, and the dates of the Islamic calendar.

The increased use of dissection in Islamic medicine during the 12th and 13th centuries was influenced by the writings of the Islamic theologian, Al-Ghazali, who encouraged the study of anatomy and use of dissections as a method of gaining knowledge of God's creation. In al-Bukhari's and Muslim's collection of sahih hadith it is said: "There is no disease that Allah has created, except that He also has created its treatment." (Bukhari 7-71:582). This culminated in the work of Ibn al-Nafis (1213–1288), who discovered the pulmonary circulation in 1242 and used his discovery as evidence for the orthodox Islamic doctrine of bodily resurrection. Ibn al-Nafis also used Islamic scripture as justification for his rejection of wine as self-medication. Criticisms against alchemy and astrology were also motivated by religion, as orthodox Islamic theologians viewed the beliefs of alchemists and astrologers as being superstitious.

Fakhr al-Din al-Razi (1149–1209), in dealing with his conception of physics and the physical world in his Matalib, discusses Islamic cosmology, criticizes the Aristotelian notion of the Earth's centrality within the universe, and "explores the notion of the existence of a multiverse in the context of his commentary," based on the Qur'anic verse, "All praise belongs to God, Lord of the Worlds." He raises the question of whether the term "worlds" in this verse refers to "multiple worlds within this single universe or cosmos, or to many other universes or a multiverse beyond this known universe." On the basis of this verse, he argues that God has created more than "a thousand thousand worlds (alfa alfi 'awalim) beyond this world such that each one of those worlds be bigger and more massive than this world as well as having the like of what this world has." Ali Kuşçu's (1403–1474) support for the Earth's rotation and his rejection of Aristotelian cosmology (which advocates a stationary Earth) was motivated by religious opposition to Aristotle by orthodox Islamic theologians, such as Al-Ghazali.

According to many historians, science in the Muslim civilization flourished during the Middle Ages, but began declining at some time around the 14t to 16t centuries. At least some scholars blame this on the "rise of a clerical faction which froze this same science and withered its progress."[ Examples of conflicts with prevailing interpretations of Islam and science – or at least the fruits of science – thereafter include the demolition of Taqi al-Din's great Istanbul observatory of Taqi al-Din in Galata, "comparable in its technical equipment and its specialist personnel with that of his celebrated contemporary, the Danish astronomer Tycho Brahe." But while Brahe's observatory "opened the way to a vast new development of astronomical science," Taqi al-Din's was demolished by a squad of Janissaries, "by order of the sultan, on the recommendation of the Chief Mufti," sometime after 1577 CE

Education: GAMIFICATION?

Education: GAMIFICATION?:  GAMIFICATION? What Is Gamification Gamification is, granted, a controversial topic. It focuses on using game thinking and game mecha...

GAMIFICATION?

 GAMIFICATION?

What Is Gamification

Gamification is, granted, a controversial topic. It focuses on using game thinking and game mechanics to turn an otherwise mundane task into something engaging and perhaps even competitive. It involves implementing methods used in the development of games, but applying them to a real world scenario, such as a classroom.

Obviously, the classroom is primarily about learning, but engaging and motivating students can be a challenge. And a bored student is far less likely to take in what the teacher is trying to teach. Perhaps gamifying the classroom might be a way to improve their engagement, productivity and enthusiasm for what the teacher has to say?

Methods Of Gamification

he are a huge variety of gamification methods, ranging from the simple to the complex. Each will have varying levels of success, depending on the context and application for each individual. Creative teachers will be able to come up with their own gamification methods that work best with their class and subject matter, and if done carefully, the students will remain focused on the task at hand, rather than the rewards presented by the system.

Most gamification methods offer some kind of reward for specific tasks, or a collection of tasks when performed together or in a specific order. Below are a couple of methods that can be used to gamify the classroom:

IMPORTANCE OF EDUCATION ESSAY

IMPORTANCE OF EDUCATION ESSAY

Importance of education tells us the value of education in our life. Education means a lot in everyone’s life as it facilitates our learning, knowledge and skill. It completely changes our mind and personality and helps us to attain the positive attitudes. We must give importance to the education than other targets in life as it is the only source of real happiness in our life.

IMPORTANCE OF EDUCATION 

Home is the first place of education and parents are first teacher in everyone’s life. In our childhood, we get first impression of education from our home especially form our mother. Our parents let us know the importance of good education in the life. When we become three or four years old, we sent to the school for the proper, regular and sequential study where we have to give many exams and then we get a pass certificate for one class. Slowly we go ahead by passing our one by one class until we get passed successfully till 12th standard. Then start preparations for getting admission to the technical or professional degree which is called as higher study. Higher study is very necessary for all to get good and technical job in the life.

We become a well educated person in the life by the efforts of our parents and teachers. They are real well wishers of us who helps us in leading our life towards success. Now-a-days, many governmental programmes have been implemented to enhance the education system so that everyone may get access to the proper education. Lots of advertisements are shown on the TV and news to make people aware of the advantages and importance of education especially in the rural areas as people in backward or rural areas do not want to study because of poorness and improper understating towards the education.

Earlier the education system was so tough and costly, poor people were not able to get higher studies after the 12th standard. There was so much differences and inequality in the society among people. People of higher caste were studying well and people of lower caste were not allowed to study in the schools and colleges. However currently, the whole criteria and theme of education has been changed to a great level. There are many rules and regulations have been made and implemented by the Indian government to make education system accessible and less costly for all level of people. Most importantly the distance learning programmes has made higher studies so simple and cheap so that people from backwards areas, poor people and people living good life may get equal access to the education and success in the future. Well educated people make the healthy pillar of the country and lead it ahead in the future. So, education is the tool which can make every impossible thing possible in the life, society and nation.

Cooking Education

Cooking Education

A cooking school[a] is an institution devoted to education in the art and science of cooking and food preparation. There are many different types of cooking schools around the world, some devoted to training professional chefs, others aimed at amateur enthusiasts, with some being a mixture of the two. Amateur cooking schools are often intertwined with culinary tourism in many countries. Programs can vary from half a day to several years. Some programs lead to an academic degree or a recognized vocational qualification, while others do not. Many programs include practical experience in the kitchen of a restaurant attached to the school or a period of work experience in a privately owned restaurant.

History

Culinary education in the United States is a fairly new concep
t in relation to culinary education in Europe. Charles Ranhoffer, chef of the early fine dining restaurant Delmonico's, published a national magazine named "Chef" in 1898 which included one of the first calls to establish a training school for cooks in the United States. Until this point, Ranhoffer had been looking to Europe to solve his staffing problems, however, it began to be too expensive and too much work. In 1911, the United States promoted a system similar to the European one, in which apprentices would have to complete a 6,000-hour work commitment in order to become certified as a chef.

The first significant private cooking school in America was the Boston Cooking School, which was created in 1877, however, one of the most notable was the creation of The Culinary Institute of America in 1946. The Culinary Institute of America brought about a new way to better educate culinary professionals, by teaching students the theory behind their future work and also requiring them to complete an 18-week paid internship at an approved restaurant, requiring them to create at least 51 percent of their product from scratch. The school uses mainly hands-on teaching styles, ensuring that students learn through experience.

Curricula

Some schools, such as Le Cordon Bleu, offer programs through which a chef may demonstrate his or her knowledge and skills and be given certification. Others, such as Baltimore International College, Stratford University, Johnson and Wales University, and the Culinary Institute of America[2] offer programs whereby students gain either an Associate's or Bachelor's degree. There are also a few, such as Ivy Tech Community College of Indiana, Manchester Community College in Connecticut, Los Angeles Trade Technical College in California, or where students receive upon graduation not only an Associate's degree but also certification by the American Culinary Federation, the largest professional chefs' organization in North America

famous blind people

How can parents and teachers best educate young children?

How can parents and teachers best educate young children?

As teachers and parents, we follow certain principles in our roles. Often though, these principles overlap and all we need to do is recognise and reinforce these areas.

Ask (the right) questions

When my daughter came out of her class one day shortly after her course started, I asked her, 'What did you do in class today?'. She replied, 'I sneezed'. I realised that if I were to get any useful information about what she had done in class, I was going to have to change my line of questioning.

Although my daughter is only two years old, (and more experienced parents than me would not have asked such a broad question to start with), questioning our children at any age about what they have done in class is a natural thing to do. We want to know that they are happy and settled, and that they are learning. Doing this immediately after class is a good strategy, when things are still fresh and you are still in the school environment.

Similarly, a child’s artwork can provide a prompt for asking questions: 'What (or who) is it?'; 'What colours did you use?'; 'Can you show me how you did it?'; 'Did you like making it?'; 'What other things did you like today?'; 'Who did you play with?'; and so on.

Teachers also want their students to reflect on their lessons, but with young children especially, this is a learned skill. Setting aside a few minutes at the end of a lesson to ask children what they liked best, or what helped them, is always a good idea. It is most beneficial when followed up with 'Why?'. For very young children, providing them with pictorial prompts that illustrate feelings – fun, exciting, interesting, easy, hard and boring, etc. – can often help elicit responses. Using crafts or activity books to prompt reactions is also useful. Reflection will later build into self-reflection if the habit is re-enforced, enabling children to recognise the value in the activities we set them

Reinforce desirable behaviour

Early-years lessons should contain themes and values that are broadly desirable as opposed to culturally specific. They should include sharing, helping friends, saying sorry and forgiving each other, making amends, accepting each other, team work, taking turns and being polite.

In the classroom, activities can easily be developed to include turn-taking and sharing, and encourage polite and co-operative behaviour, but the teacher needs to provide support and encouragement. For parents, letting children talk politely with shop assistants and people in lifts and restaurants is a positive way to keep the context real for them. Also, encouraging positive behaviour when playing with friends or asking for something supports the process enormously.

Children don’t learn these behaviours automatically, yet they are an essential part of being a well-rounded adult. Starting early and reinforcing this behaviour in and out of the classroom will yield positive benefits in the future.

Avoid grading

This is an aspect of early-years education, which can be difficult for parents from a variety of educational contexts to come to terms with. In many countries, children are graded and measured against their peers just to get into a kindergarten. Yet we would never dream of grading our children at home.

Every child has a range of strengths, but these will not be apparent all at once. The absence of grading means that children can develop their skills and try new ones in a relaxed and natural environment. It also means that teachers can spend more quality time helping children develop those skills without feeling pressure to assign a grade to them.

When planning lessons, we need to take all our learners and their varied needs into account. There will be a range of learning styles and intelligences in any class including kinaesthetic learners, who learn best by moving their bodies; read-write learners, who show a preference for information displayed as words; visual learners and aural learners. Most children will have a combination of these things. Learning styles are not set in stone: as children acquire new skills, so they develop new ways of solving problems and getting the most out of activities. Similarly, at home, providing a range of materials and toys for children lets them experiment with different ways of learning.

Of paramount importance is the issue of confidence. If young children can use English in a fun, creative and inclusive way, the hope is that this will support happy, secure learners who, in future, won’t see English as a hurdle to overcome, or just another school subject they have to study.

Praise strengths, but also effort

Giving praise can be tricky. Both parents and teachers naturally want to encourage children and instil a positive sense of achievement, but this often takes the form of quite generic compliments, such as 'well done', or 'good work'. In a classroom, it also tends to be reserved for academic progress. While praise in itself is heartening, it can be much more effective when targeting specifics.

One way to do this is by commenting on the actual thing a child did well, such as sharing, following instructions, helping a friend, giving a correct answer, or singing well. This shows that a teacher or a parent appreciates that particular aspect, and in doing so reinforces it as desirable and provides an example to others.

Another aspect of praise, which is often overlooked, is effort. For young children, this is at least as important as the result. Praising the effort they have made shows that we support them through the full process, and notice their small triumphs. It’s important to note that adults don’t do things equally well either, but the effort is still appreciated.

Develop the parent-teacher relationship

There are many ways in which the parent-teacher relationship can be mutually beneficial. Parents and teachers can both share valuable insights into a child’s personality. Teachers can pass on information about how the child copes with a classroom environment, and additional strengths and skills which they have uncovered through various activities. Teachers can keep parents informed about the syllabus, including themes, which can be easy to reinforce at home. Parents can easily present the theme of helping friends, for example, by introducing a book, cartoon or song on the topic, role-playing with toys, or setting up a play date with another child.

It's most effective when teachers and parents speak to each other face-to-face, but occasionally emailing parents with brief feedback can help maintain the relationship, and encourage a more meaningful exchange of views. Keeping the lines of communication open for queries or information from parents helps make the relationship more equitable, so that the information isn't going one way, as often happens.

Finally, one of the most important ways to develop and maintain a good parent-teacher relationship is simply by showing appreciation for each other. If a child sees a parent and teacher thanking each other, the co-operative aspect is reinforced. It’s also valuable to have your child thank the teacher, and for a teacher to thank the children for coming.

Health education

Health education

Health education is a profession of educating people about health. Areas within this profession encompass environmental health, physical health, social health, emotional health, intellectual health, and spiritual health.

Health education can be defined as the principle by which individuals and groups of people, learn to behave in a manner conducive to the promotion, maintenance, or restoration of health. However, as there are multiple definitions of health, there are also multiple definitions of health education. The Joint Committee on Health Education and Promotion Terminology of 2001 defined Health Education as "any combination of planned learning experiences based on sound theories that provide individuals, groups, and communities the opportunity to acquire information and the skills needed to make quality health decisions." 

The World Health Organization defined Health Education as "compris[ing] [of] consciously constructed opportunities for learning involving some form of communication designed to improve health literacy, including improving knowledge, and developing life skills which are conducive to individual and community health.

The Role of Health Education Specialists

From the late nineteenth to the mid-twentieth century, the aim of public health was controlling the harm from infectious diseases, which were largely under control by the 1950s. By the mid 1970s it was clear that reducing illness, death, and rising health care costs could best be achieved through a focus on health promotion and disease prevention. At the heart of the new approach was the role of a health educator  A health educator is “a professionally prepared individual who serves in a variety of roles and is specifically trained to use appropriate educational strategies and methods to facilitate the development of policies, procedures, interventions, and systems conducive to the health of individuals, groups, and communities” (Joint Committee on Terminology, 2001, p. 100). In January 1978 the Role Delineation Project was put into place, in order to define the basic roles and responsibilities for the health educator. The result was a Framework for the Development of Competency-Based Curricula for Entry Level Health Educators (NCHEC, 1985). A second result was a revised version of A Competency-Based Framework for the Professional Development of Certified Health Education Specialists (NCHEC,1996). These documents outlined the seven areas of responsibilities which are shown below

Responsibility I: Assessing Individual and Community Needs for Health Education

Provides the foundation for program planning

-Determines what health problems might exist in any given groups

-Includes determination of community resources available to address the problem

-Community Empowerment encourages the population to take ownership of their health problems

-Includes careful data collection and analysis

-It is essential for healthy life

Responsibility II: Plan Health Education Strategies, Interventions, and Programs

-Actions are based on the needs assessment done for the community (see Responsibility I)

-Involves the development of goals and objectives which are specific and measurable

-Interventions are developed that will meet the goals and objectives

-According to Rule of Sufficiency, strategies are implemented which are sufficiently robust, effective enough, and have a reasonable chance of meeting stated objectives

Motivation

Education for health begins with people. It hopes to motivate them with whatever interests they may have in improving their living conditions. Its aim come is to develop in them a sense of responsibility for health conditions for themselves as individuals, as members of families, and as communities. In communicable disease control, health education commonly includes an appraisal of what is known by a population about a disease, an assessment of habits and attitudes of the people as they relate to spread and frequency of the disease, and the presentation of specific means to remedy observed deficiencies.

Health education is also an effective tool that helps improve health in developing nations. It not only teaches prevention and basic health knowledge but also conditions ideas that re-shape everyday habits of people with unhealthy lifestyles in developing countries. This type of conditioning not only affects the immediate recipients of such education but also future generations will benefit from an improved and properly cultivated ideas about health that will eventually be ingrained with widely spread health education. Moreover, besides physical health prevention, health education can also provide more aid and help people deal healthier with situations of extreme stress, anxiety, depression or other emotional disturbances to lessen the impact of these sorts of mental and emotional constituents, which can consequently lead to detrimental physical effects.

A Different Perspective on Education

A Different Perspective on Education

Every week articles and editorials are printed about education. The context is always limited to traditional approaches to education, not progressive education. I suppose this is because educators, parents and students frequently question progressive education. As a high school student, learning through a progressive approach, my experience suggests that they should be questioning traditional education instead. I live in New York City where I attend the progressive Calhoun School.

William Evers, a research fellow at the Hoover Institution at Stanford University argues:

We know that to attain advanced conceptual understanding in all subjects, explicit teaching is necessary. Conceptual understanding does not come without the hard work of studying a subject for a long time and in depth. The teacher needs to guide the student throughout and often to impart knowledge directly.

Evers clearly believes in “explicit teaching,” that consists of a teacher lecturing their students. This directs their thought processes, as opposed to teaching the students to construct knowledge. As a student educated in a progressive school, I strongly disagree with Evers’ argument.

Calhoun believes, “People learn best through experience and discovery.” I have been a student at Calhoun for 11 years, and this has been my experience. In class I’m often asked, “What do you think?” As a class, we discuss what we have learned on the subject in past years and from individual experiences outside of school. After further learning about the subject, we consider how this knowledge can be applied outside of our education.

When students are in pre-school, Calhoun teaches them to love learning through an exploratory curriculum that will continue throughout their education. This love for learning gave me the determination to learn and work hard once I entered grade school. Although I was not getting graded for my work, I still had a desire to evolve as a student and as a person with my own ideas and opinions. It was not until 8th grade that I received my first letter grade on my report card. My classmates and I were nervous. I knew this grade would be important for my future and would also reflect how hard I had worked during that semester. Even though getting grades was a new concept for me, I soon realized that it was no different from past years, and that I had to rely on self-motivation and desire to learn in order to do well.

The combination of learning while doing and having fun still applies to me now as a 9th grader: Doing projects like, building a cart to keep a clay dummy safe in order demonstrate the importance of airbags, a seatbelt, and a crumple zone, or having the freedom to choose an ancient political figure to compare politics from that era to contemporary times. These assignments, along with many others, are examples of how Calhoun’s exploratory curriculum has followed me through my educational growth.

Some of my friends attend the most rigorous schools in New York City, but the primary difference in our responses to our educations is that I have developed a love for learning, which they have not. My friends are constantly stressed and frustrated with the amount of work given at their traditional schools, which mostly consists of taking notes from textbooks. Unlike me, my friends never developed a love for learning. Love is rare in a rigorous and restricted environment. Calhoun’s ambiance allows students to be independent by assigning a manageable amount of homework. This gives students an opportunity to have extra-curricular activities that are as important for human development as academic classes. This freedom and flexibility has given me the opportunity to be a serious athlete and to take various classes in the performing arts. Not only has progressive education given me a love for learning at school, but it has also encouraged me to apply it to my own extra-curricular activities.

While there are common aspects of progressive education, each school has different characteristics that define their curriculum and atmosphere. In the Calhoun building, on the floors where most of the classes take place, there are no walls separating the individual classrooms. This was done to create a sense of community, to teach students to adapt when there are distractions and to stay focused. Also, the Calhoun high school does not go by semesters, but by modules. The school year is split up into five sections with only four classes per section on each student’s schedule. This allows students to immerse themselves in four subjects, giving us the opportunity to become familiarized with the material, and not just learning it to do well on a test. This also reduces stress because we are not focused on seven or eight different subjects at once, but fully engaged in four.

One concept that all progressive schools have in common is the relationships between the students and the teachers, and the sense of community that comes along with it. Most progressive schools allow students to address their teachers by their first names, which creates a sense of friendship. I have been taught not to think of myself as inferior to my teachers, but as a student willing to learn from a wiser friend.

When discussing education, our society seems to recognize that we need citizens who are innovative, critically thinking, well-developed, self-directed and who are not only inquiring, but love learning. These characteristics are rarely associated with children who attend traditional schools, though I have developed these attributes by going to a progressive school. When thinking about the future leaders of our country, shouldn’t all parents want their children to go to progressive schools, where establishing these qualities are guaranteed?

Types of Different Degree Levels

Types of Different Degree Levels

Degree Levels Available

Universities and community colleges award degrees at varying levels, from associate's degrees to doctoral degrees. When comparing different degrees, students can consider which program best fits their career goals and academic interests.

There are four major categories of degrees available for postsecondary students: associate, bachelor's, master's and doctoral degrees. Earning one of these degrees can take 2-8 years, depending on the level of the degree and field of study. Graduate-level programs may require students to complete one or more undergraduate programs prior to enrollment.

Associate Degrees

Associate-level programs offer different degrees for a variety of careers. These 2-year programs may provide the necessary training to prepare students for entry-level positions in fields like nursing, graphic design and other vocational areas. Associate degree programs are most commonly available from community colleges and technical schools.

Completing an associate degree program may qualify graduates to enter the workforce. Transferable associate degree programs cover the general education requirements needed to continue a student's education at a 4-year university. The most common degrees available at the associate level include the following:

Associate of Arts (A.A.)

Associate of Science (A.S.)

Associate of Applied Science (AAS)

Bachelor's Degrees

A bachelor's degree program is an undergraduate program that usually takes four years to complete. Enrolling in a bachelor's degree program requires that students choose a major area of study, such as finance, history, communications or biology. Graduates from a bachelor's degree program are qualified to work in entry or management-level positions, depending on the field.

A bachelor's degree is also usually required for admittance into a graduate program. The different types of degrees available in a bachelor's degree program include the following:

Bachelor of Arts (B.A.)

Bachelor of Science (B.S.)

Bachelor of Fine Arts (BFA)

Bachelor of Applied Science (BAS)

Master's Degrees

Master's degree programs are graduate programs that let students specialize in an area of study. They typically take 1-2 years to complete. Along with an undergraduate degree, enrolling in a master's degree program usually requires a minimum GPA and an acceptance score on a graduate entrance exam, such as the Graduate Record Examination (GRE). Many master's degree programs require a thesis or capstone project for graduation.

Earning a master's degree may qualify graduates to work in advanced or executive-level positions. A master's degree is also required for entrance into some doctoral programs. Different degree programs available at the master's degree level include the following:

Master of Arts (M.A.)

Master of Science (M.S.)

Master of Business Administration (MBA)

Master of Fine Arts (MFA)

Doctoral Degrees

Doctoral degree programs, also known as Ph.D. programs, are the most advanced type of degree program available. Admittance into a doctoral degree program may require individuals to hold a master's degree, although several programs accept candidates who only hold bachelor's degrees. Additional requirements to be accepted into these programs may include submitting standardized test scores and sending in letters of recommendation.

Completing a Ph.D. program usually takes several years, and often involves the completion of a dissertation and a major research project. Medical-related doctoral programs may have students complete hands-on clinical hours with real patients during the final years of the program.

Ph.D. graduates are qualified to work as experts in areas of business or research, and professors at the postsecondary level. Common types of doctoral degrees include those listed below:

Doctor of Philosophy (Ph.D.)

Juris Doctor (J.D.)

Doctor of Medicine (M.D.)

Doctor of Dental Surgery (DDS)

While there are many different college level degree options, the four main degree levels include associate, bachelors, masters, and doctorate.

Kids Are Different: There Are Lots of Different Ways to Educate Them

Kids Are Different: There Are Lots of Different Ways to Educate Them

How did schools get to be like they are now?

Our models for education, both K-12 and higher ed, were basically imported from Germany in the 19th century. Those 19th-century German models were in many ways not bad models for the United States in the 19th century. But now that we are in 21st-century America, they don’t seem to be working that well. That’s sort of the starting point for my discussion.

Why do these German models fail us now in the 21st century?

Well in both cases, as is typical of established models in almost any area, they primarily work for the benefit of the people inside. I quote John Hicks the economist saying, "The best of all monopoly profits is a quiet life." And that is basically what happened here. You have the quasi-monopoly with mostly unionized teachers in K-12 and the tenured professoriate in higher ed. Frankly the administrators on both sides have arranged things, as people naturally tend to do out of human nature, in ways that make their lives as comfortable and pleasant and secure as possible. The problem with that is those are not necessarily the ways that serve the people that the institutions are supposed to serve.
At the K-12 level, we really still have the 19th-century model. That is relatively easy for the people who are teaching, but it doesn’t necessarily serve children well. It’s not sufficiently customized, and it just doesn’t respond to a lot of the newer things we have learned about how people learn and how to present information. It was designed to teach people how to be punctual and orderly and well-organized and diligent and all the sorts of characteristics that you needed to have a successful Industrial Revolution. We implemented it and we did have a pretty successful Industrial Revolution and the Industrial Revolution made people a lot healthier and wealthier and better off, so that was all great. But the structure of the schools was factory-like. The output of the schools was as close to a standardized product as they could make it. If you were a kid who didn’t fit in very well, if you were a square peg and they wanted you in a round hole, the solution of the traditional schools K-12 was basically to use a bigger hammer. That was hard for a lot of people, and a lot of people didn’t get as much from it as they should have. And it’s no longer necessary.

On the higher ed level, the problem is a little different. What you have is the cost of the college education increasing at slightly more than double the rate of family income increasing and the difference being made up for with debt, primarily student-loan debt. That doesn’t work once the debt reaches an unsustainable point. We’ve about reached the point where the student loan debt burden is sufficiently high that the increased earnings from going to college often don’t justify taking on the debt. In response to that we are already seeing changes in behavior as people are getting choosier about where to go to college.
So the pressure on the higher ed system is that it has been built on the expectation of ever-increasing tuition income backed up by government-subsidized student loans. It’s going to have to adapt to a situation in which resources will no longer be increasing and in which consumers are going to be much more skeptical.

In your book, you predict that there are big and controversial changes coming to education, like homeschooling, charter schools, and online courses. Let’s start with homeschooling: Why is it a good model for the 21st century?

Well, homeschooling of course isn’t for everyone. It is, however, very useful for a lot of people. The real advantage of homeschooling for people who want to do it is no one cares about your kid as much as you do. And if you’ve got the time and inclination to put that into it, you can get good results. So that is my take on homeschooling. And The Atlantic article I quote on it shows another great advantage, which is that if you are in a market like New York, say, where the public schools are lousy and the private schools are ridiculously expensive, then homeschooling provides an opportunity for people who don’t have enough money for private school but value their kids’ education too much to send them to public school to still live in New York as opposed to having to move somewhere else. I think those are all similar problems for people in a lot of different areas.

How do online courses meet today’s needs?

My daughter did almost all of her high school on online school. We found that pretty satisfactory because that way we didn’t have to do the homeschooling. She was able to do it selectively. As an example of the kind flexibility that technology brings, her way to do a class was to spend three weeks nonstop on a class. She finished a year’s worth of work in one class in three weeks of intensive effort instead of little dribs and drabs along the year the way they do in public school. And that’s something you couldn’t do without a technological platform that lets you move at your own pace.

What about online schooling at the higher ed level? Do you think it has the potential to replace the traditional college experience?

In one sense there is nothing potential about it. It is already replacing universities to some degree because there are a nontrivial number of people who have been getting degrees online and have been getting them for a while. How big of a competitive threat it is to the whole system is hard to say. I don’t think brick-and-mortar schools are going to go away. But I think for a lot of people, and especially older people, something that is more seamlessly integrated into your life and doesn’t require a 24/7 commitment has a lot to offer.

One of the rigidities in our higher-education model is the notion that you are basically going to take four years of your life and you are going to go somewhere and you are going to learn everything you need to know. And then you are going to be educated, and with your education tank full you are going to go out and live your life. And these days it doesn’t really work that way. Things change too much. Careers change a lot. There are a lot of older people who really don’t want to go back and spend four years as Joe College and Betty Coed going to classes but need to get an education. And I think the online model has really flowered most in that regard. Now whether it will also start to cut into the traditional 18 to 22 college population, it’s hard to say but if it’s going to be cost-effective, sure it will. If you’re 18 years old and you can go to college online, and also work in a job and also live at home, your net cost of going to college is vastly lower than if you leave home, go somewhere where you really can’t work much, have to pay to live in a dorm, have to buy a meal plan, and have to pay full tuition.

Students Of A Different Education

Students Of A Different Education

Don't judge a drop out too quickly, think about the education they're leaving instead. Here are three issues with higher education today:
Colleges and Universities are massive- there's minimal customization, material overlap between years, and only recently has there been an increase in inter-disciplinary study and real-world integration.Students are shuffled to higher ed as though its the only next logical step. There's rarely a conversation about whether a college degree is going to be helpful or required for personal goals.Education in general lacks options- for learning types and individual goals. The popularized University model has made us forget about learning in its natural essence- that it need not happen in a classroom and from a book, but can be through conversation, observation, practice, apprenticeship, or experimentation.

With a little bit of support, drop outs can find a path that works for them and people that are more tailored for them to learn from. But those that self-select for a different course quickly find that currently there is little support unless they cultivate it on their own.
Kane Sarhan and Shaila Ittycheria realized this after reflecting on their own schoolings and careers, so they set out to create a new program. Enstitute is an alternative to higher education for high school grads, college drop outs, and even college grads who are interested in technology startups and increasing their business acumen. The 501c3 provides two-year apprenticeships with top NYC entrepreneurs for those 18-24 years old. Enstitute also props up the apprenticeship with over 300 mentors and advisors for fellows to engage with, room and board, food, and personal stipends.
As Enstitute's co-founder Shaila Ittycheria describes the first batch of Fellows, she demonstrates how Ensitute is a new option for those that are bored by typical college semesters, looking to acquire MBA skill sets, or just want something that's hands on and with experienced people. "We have fellows who are 18 and directly out of high school, 20 year old college juniors who have left top schools out of frustration, and 23 year old university graduates who found themselves unprepared for the job market and lacking marketable skills.”These Fellows didn't take a risk by abandoning school, college just wasn't the right fit. The path towards the ambitions of each of the eleven Enstitute Fellows will now be a bit less windy and lonely- and they certainly won't have to settle for rudimentary University classes.
Though Enstitute is one of the few alternative educations, there are many more to come. Enstitute is leading by "educating tomorrow's workforce by turning startups and small businesses around the world into classrooms." Meet their Fellows in the gallery above.

New Education Policy

New Education Policy

Before the expiration of National Education Policy (NEP) for the period of 1998 to 2010, the government announced the new National Education Policy (NEP) for the next decade in 2009, called the “National Education Policy (2009)”.As the Education Policy (1998 – 2010) was not producing the desired results, the review process for the National Education Policy 1998-2010 was initiated in 2005 and the White Paper was finalized in March 2007. The White Paper became the basis for development of the new Education Policy.

The salient features of the National Education Policy (NEP) include:

Free and universal primary education by 2015 and up to class 10 by 2025

The allocation for education would be 7% of the national GDP by 2015

The Literacy rate will be enhanced to 86% by 2015

A common curricular framework shall be applied to educational institutions in both the public and the private sector

The level of public-sector schools will be lifted to match the level of good private schools (The deadline for the task was 2010)

The curriculum from Class 1 onward shall comprise of English (as a subject) Urdu, one regional language and mathematics, along with an integrated subject

English shall be employed as the medium of instruction for sciences and mathematics from class IV onwards

For 5 years Provinces shall have the option to teach mathematics and science in English or Urdu/ official regional language, but after five years the teaching of these subjects shall be in English only

Deeni Madaris (Islamic Schools) shall be mainstreamed by introducing contemporary studies alongside the curricula of Deeni Madaris to enhance prospects of their students to pursue higher studies research and excellence and to ensure employment, recognition and equivalence

A Bachelor degree, with a B.Ed, shall be the minimum requirement for teaching at the elementary level. A Masters degree for the secondary and higher secondary with a B.Ed, shall be ensured by 2018.