Question1:- Compare their approaches to education for those two regions? * Education in Dynastic China. The education system of China was segregated into two parts. There was a study of the religious texts of the major religions in the country such as Buddhism, Daoism, and Confucianism. The religious texts dealt with a variety of topics and provided ethical values to the people. Another part of the education system dealt with formal education in which a variety of subjects such as politics, medicine, philosophy, music, poetry, history, geography, etc. were taught. Many notable philosophers and scholars in the Chinese society established a culture of learning among the people of China. In ancient times the impact of religious learning was more on the Chinese people but after the sixth century AD, the dynamics changed. The state started to play a significant role in imparting education in China. The establishment of universities started to take place during the seventh century under Emperor Gaozu. During the eighth century, the number of schools rose significantly in China, and all its major areas were provided with schools. Qualified teachers were appointed in these schools to provide sound education to the children. Initially, the education was restricted for the children of noble classes but shortly they were opened for all the sections based on their ages. The medium of imparting education was through lectures by the teachers. The students memorized the text of their books before their classes. There was a system of examinations to test the progress of the students. There was also the provision of providing the education of specific subjects to students of special caliber. The basic aim of attaining education was to get a job in the military, administration, or any other civil post. * Education during the Black Death. The countries in Europe was undergoing through series of death of people due to the spread of an epidemic in the 1340s which continued for several years. The loss of lives of people in this epidemic was significant. Many notable scholars, priests, clergies, and professors died due to pestilence. The death of the intellectual classes of people during the pestilence created an intellectual vacuum in the European countries. There was a need to fill the positions of the clergies in the Church and teachers in several universities. The bishops of the Church had to lower the standards of education to fill the posts created due to the death of several clergies. The ordinary people of lower intellect were provided with training and then gave the responsibility of the Church. The standard of education was deteriorating as many notable teachers and philosophers died during the pestilence which created a shortage of intellectual teachers in schools, colleges, and universities. The establishment of the universities gained momentum during this time as many intellectuals left behind their wills to establish universities with their money. Colleges like Winchester, Canterbury were found during this period. The enrollments in the school of theology became significant. The rising need for the clergies and the priests attracted the people towards theological studies. The development of the vernacular languages also started to take place during this period. Many notable poetries and literary texts were written in vernacular languages. The French started to disappear from England and the same was the case with the English in France.
Question1:- Compare their approaches to education for those two regions?
* Education in Dynastic China.
The education system of China was segregated into two parts. There was a study of the religious texts of the major religions in the country such as Buddhism, Daoism, and Confucianism. The religious texts dealt with a variety of topics and provided ethical values to the people.
Many notable philosophers and scholars in the Chinese society established a culture of learning among the people of China.
In ancient times the impact of religious learning was more on the Chinese people but after the sixth century AD, the dynamics changed. The state started to play a significant role in imparting education in China. The establishment of universities started to take place during the seventh century under Emperor Gaozu.
During the eighth century, the number of schools rose significantly in China, and all its major areas were provided with schools. Qualified teachers were appointed in these schools to provide sound education to the children.
Initially, the education was restricted for the children of noble classes but shortly they were opened for all the sections based on their ages.
The medium of imparting education was through lectures by the teachers. The students memorized the text of their books before their classes. There was a system of examinations to test the progress of the students. There was also the provision of providing the education of specific subjects to students of special caliber. The basic aim of attaining education was to get a job in the military, administration, or any other civil post.
* Education during the Black Death.
The countries in Europe was undergoing through series of death of people due to the spread of an epidemic in the 1340s which continued for several years. The loss of lives of people in this epidemic was significant. Many notable scholars, priests, clergies, and professors died due to pestilence.
The death of the intellectual classes of people during the pestilence created an intellectual vacuum in the European countries. There was a need to fill the positions of the clergies in the Church and teachers in several universities.
The bishops of the Church had to lower the standards of education to fill the posts created due to the death of several clergies. The ordinary people of lower intellect were provided with training and then gave the responsibility of the Church.
The standard of education was deteriorating as many notable teachers and philosophers died during the pestilence which created a shortage of intellectual teachers in schools, colleges, and universities.
The establishment of the universities gained momentum during this time as many intellectuals left behind their wills to establish universities with their money. Colleges like Winchester, Canterbury were found during this period.
The enrollments in the school of theology became significant. The rising need for the clergies and the priests attracted the people towards theological studies.
The development of the vernacular languages also started to take place during this period. Many notable poetries and literary texts were written in vernacular languages. The French started to disappear from England and the same was the case with the English in France.
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