Some concepts about Mongolian educational philosophy

Abstract

Educational philosophy is a study that spans a broader scope and alternative paradigms and examines educational objectives, forms, approaches, and content. Hence, it is almost impossible to strictly follow a certain theoretical direction; rather, it should be recommended to conceptualize our own educational philosophy considering national uniqueness, identity, and developmental trends. In this article, "Mongolian educational philosophy" generally touches on what an educated Mongolian looks like and how they should be cultivated. It is possible to develop "national educational philosophy" or "doctrine" based on the achievements and judgment of various branches of educational philosophy, international documents on educational development, as well as accumulated knowledge and practice in the field of educational studies in Mongolia. Since a long time ago, Mongolians have had a tradition of educating the young and next generations and preparing them for life. Apparently, the tradition has its philosophical foundation, which is traditional knowledge inheritance. Using this knowledge inheritance in creative ways is crucial to cultivating 21st century Mongolians and determining educational policies in the new century. Traditionally, Mongolians educate children from the earliest possible age and train them through labor, work, and games, which are influential on intelligence and spirit, physical demonstration, cherishing relationships between teacher and students, as well as teaching and learning. Utilizing these traditions by enriching them with modern content is essential to improving education quality and cultivating individuals who have positive characters and knowledge and skills that meet expedience. Mongolian educational objectives should target cultivating the values declared in the Preamble of the Constitution among the young generation, building the mental collectivity of the nation, and developing individuals with core competencies that fulfill the needs of economic and social fields. Finally, this article encourages educational researchers, teachers, and other interest groups to have a wider discussion on developing Mongolian educational philosophy or doctrine.