See Article History Alternative Titles: Batavia, Djakarta, Jacatra Jakarta, formerly until Batavia or —72 Djakarta, largest city and capital of Indonesia. It is coextensive with the metropolitan district of Greater Jakarta Jakarta Raya and nearly coextensive with the daerah khusus ibukota special capital district of Jakarta—the latter also including a number of small offshore islands in the Java Sea.
Tuesday, 17 January Western education may Western education defined in various ways. Metaphysical and Epistemic Western education One of these methods of definition is in terms of the nature and sources of the metaphysical and epistemic roots of knowledge that structure an educational curriculum.
This involves a consideration of the individual character of each of these ideas and the manner in Western education they are interrelated within the cognitive system. When you have such a cohesive unit, designed to be used as a template guiding the development of further knowledge, you have a cognitive system.
Such cognitive systems are at the centre of educational systems. Various civilisations, at various points in their history, may be defined in terms of the formal and informal development and application of the cognitive systems privileged by that civilisation.
With reference to metaphysics, I mean ideas about the nature of existence, in what sense a phenomenon can be said to existand the relationship between the various existents or forms of being that constitute the cosmos.
Every educational curriculum can be described as structured in terms of a metaphysical framework. That metaphysical framework demonstrates a cognitive, social and even geo-political history.
These epistemic roots again demonstrate a cognitive, social and geo-political history. The conception of the human being that is privileged within this scheme is again one that achieved prominence in the Enlightenment, a human person defined primarily by their powers of reason.
Epistemic Roots That observation leads to the epistemic roots of Western education. The epistemic roots of Western education consist in a focus on the publicly assessable use of reason as the primary method for arriving at knowledge.
By publicly assessable, I mean that the use of reason in such contexts should be such as to be capable of assessment by others using their own reason. Pervasiveness of and Selectivity in the Metaphysical and Epistemic Roots of Western Education These metaphysical and epistemic conceptions are so fundamental to contemporary Western scholarship and education that they are often invisible in terms of being questioned by those who practice them.
They are challenged from time to time, however. Examples of this are efforts to contextualisethe use of reason by post-modernists, by demonstrating the relationship between mind and body andthe role of the non-rational, along with other examples across the centuries.
The fact that these metaphysical and epistemic conceptions are not automatic but represent choices made out of a set of possibilities is demonstrated by the fact the actual metaphysical and epistemic conceptions that inform and are demonstrated in the conclusions of the work of seminal figures in Western are not always identical with what I have just described as central to Western thought.
The current conceptions that define Western education were not always dominant at various periods of Western history, as in the Middle Ages, for example.
Descartes, Newton, Plato, Kant, Johannes, Kepler, among others, cannot be described purely in terms of those metaphysical and epistemic conceptions, and yet, the educational system to which they have become central is based on those metaphysical and epistemic roots that represent only an attenuated form of their multi-faceted achievement.
Geography and Race One could also describe an educational system that characterises a civilisation, in this case, Westerrn civilisation, in terms of the geographical locations and races of the figures subsumed within and privileged by that educational system.
With reference to Western education, to the best of my knowledge, its seminal figures in terms of ideas about the nature of the cosmos and the character of knowledge are fundamentally European. This tradition has been carried beyond Europe through migration and colonialism, to North America, Australia, Africa, and Asia.
Developments since the closing years of the twentieth century have introduced North Americans, Asians and Africans into the canon of Western scholarship but I doubt if these new figures have made fundamental changes to the conceptions of the nature of the universe and the character of knowledge established by European thought.
I would need to know more about these developments, though, to adequately assess the degree to which this is true, which I think it is. Seeming exceptions to this description of the foundations of Western thought and Western education as being in Europe, Europe as it existed before the emergence of a multicultural concentration of thinkers and writers in European society could be described as reinforcing this argument by demonstrating strategies of selection and assimilation through which Western scholarship and education has defined itself as a distinct brand.
Augustine of Hippo Such exceptions would seem to be, for example, St. Augustine of Hippo, the North African scholar and man of religion who occupies a seminal position in various fields of Western thought where he has been a point of reference since he passed away in the 5th century.Staunch defenders of Western education maintain that it is because of the West’s exclusive ability to produce successful professionals that many East Asian parents opt to send their children to Western countries.
On the other hand, those who are skeptical of the efficacy of Western education cite the growing gap between test scores of much-lower-ranked Western countries and the highly-ranked . Western education usually refers to an education in North caninariojana.comunately, it is viewed by many third-world countries as a sin,especially when women advance.
Advantage of western education Western education has long been acknowledged to be among the best in the world; its values can be seen all over the world. Western education is an education system that originated from the west, penetrating to other parts of the world.
Flashback to when Greg told us how many points he was going to score before our BIG game against Hamden CT. Catch us tomorrow as we play sports in our home town, Lowell MA . What is Western Education? Oluwatoyin Vincent Adepoju Western education may be defined in various ways.
Metaphysical and Epistemic Description One of these methods of definition is in terms of the nature and sources of the metaphysical and epistemic roots of 5/5(1).
Must be a full-time student with a GPA of or greater. Preference will be given to non-traditional students. Must be studying in Western's Education Program with plans to become a teacher. Must demonstrate appropriate abilities, skills and promise as observed by Western Education Faculty. Preference shall be given to students with financial caninariojana.comees: