Educational Legacy Research Articles

Dr. Sitikantha Das: A legacy of healing, education, and innovation in Ayurveda

Abstract Late Dr. Sitikantha Das, an esteemed Ayurvedic practitioner. Born in 1936 in Odisha, Dr. Das inherited a rich tradition of Ayurveda from his family, notably his father, Kabiraj Lambodar Das, a freedom fighter and prominent Ayurvedic practitioner. Dr. Sitikantha Das’s early exposure to Ayurveda, witnessing the successful treatment of smallpox through a blend of Ayurvedic and allopathic medicine, fueled his lifelong commitment to the ancient healing system. His educational journey included studies at renowned institutions, leading him to excel in Ayurvedacharya. Not only did he showcase his athletic prowess, becoming the “Uttar Banga Badminton Champion” and a member of the famed football club “Mohan Bagan,” but he also established himself as a skilled practitioner during his senior housemanship at J.B. Roy State Ayurveda Medical College, Calcutta. Dr. Das’s commitment to Ayurveda extended beyond his practice. He played a pivotal role in the establishment of institutions like Mayurbhanj Ayurveda Mahavidyalaya and Balangi Degree College. His contributions to education and healthcare included being a founding member of the Vyasa Vihar Education Foundation, which later evolved into Fakir Mohan University. Recognized for his expertise, Dr. Sitikantha Das received prestigious awards such as the Piyush Pani Samman and Sidha Vidya Samman. He actively promoted Ayurveda through seminars, discussions, and the establishment of a research unit. Despite facing challenges, including the closure of his pharmacy, Narayani Pharmacy, in 1999, he continued to develop innovative formulations like Makardhwaja Vati and Mukta Rassaya. Dr. Das’s impact on Ayurveda encompassed areas such as Nadi Pariksha, formulation of medicinal combinations, and the establishment of Ayurvedic dispensaries. His efforts towards the integration of Ayurveda into mainstream healthcare are reflected in his initiatives, including the unsuccessful collaboration with the Kanika Ayurveda Foundation and the establishment of a cooperative society for affordable medicines. In his later years, Dr. Sitikantha Das faced health challenges but remained active in club culture, literature, sports, and philanthropy. His legacy endures through his son, Dr. Santanu Das, and the acknowledgment of his profound contributions to Ayurveda.

Ezra as Educator: Exploring Ezra's Educational Legacy at the Close of the Old Testament

Ezra as Educator: Exploring Ezra's Educational Legacy at the Close of the Old Testament

Vesalius and His Manikin: An Enduring Influence on Modern Anatomic Teaching.

Anatomic teaching has long informed surgical knowledge, experience, and skills. One tool for teaching that emerged during the Renaissance was the fugitive anatomic sheet, which used flap layers to reveal different levels of anatomy. In 1538, Vogtherr introduced the first fugitive sheets, which included illustrations of male and female figures with a torso paper flap that, when lifted, revealed the internal organs in a cartoonish style. The popularity of these anatomic fugitive sheets spurred an increase in small print-and-sale workshops. In 1543, Vesalius included fugitive anatomic sheets in his books Fabrica and Epitome, containing large paper flapped models that could be created by cutting out and gluing images of human internal anatomy onto a base layer. Students could tack these manikins up to a nearby wall during dissection. Significant collaboration between Vesalius and his publisher occurred to coordinate the integration of large foldable sheets featuring the cutout models into his works. Vesalius's groundbreaking discoveries, his use of the most advanced printing techniques, and his innovative teaching style are fundamental aspects of the legacy of medical education. This article shows these remarkable fugitive anatomic sheets from the original publications of Fabrica and Epitome together for the first time. It explores the innovative concepts and applications of Vesalius's unique printings.

Ghosts of African Education: Mass Hysteria and Embodied Resistance within Postcolonial Senegalese Schools and Atlantic Migrations

This article works toward conceptualizing frictions between colonial education and non-Western traditions of African education in the modern African state. Signaling manifestations of educational friction or disequilibrium, we apply the concept of haunting to uncover ways the legacy of colonial education is reproduced through Western modernity as a form of disembodied educational practice, conflicting with the ghostly presence of collective African educational traditions. More specifically, we offer a conceptual inquiry into the phenomena of Jinne Maimouna, what has been called a mysterious “mass hysteria” within Senegalese schools. In doing so, we work toward a rethinking of education in relation with the transatlantic Black Radical Tradition and links to haunted forms of Atlantic migrations by Senegalese youth. The article gestures toward the power within the deeply rooted knowledge systems and practices emanating from Africa that return in the present and future. We suggest that practices of deciphering and rethinking the embodiment of traditions of African education might offer methods that break from colonizing episteme toward longer temporal educational liberation.

Foreign Language Teaching under the Guidance of Horace's Art of Poetry

Art of Poetry, also known as Letter to the Pisos, was a collection of Horace's response to Piso's request of poetry teaching to his son. A literary criticism work as it was, Art of Poetry was also a legacy of education. Horace put forward "combination of pleasure and usefulness" in Art of Poetry, which has great influence on literature creation and art value exploration in western world. From the perspective of foreign language teaching in China, the English teachers are supposed to be inspired by returning to the context in Art of Poetry and pay due attention to both pleasure and usefulness of language teaching.

Studying the legacy of second-chance adult education in Flanders

Every year, third-year bachelor students participating in a course on adult education at the University of Leuven (Belgium) conduct an interview with adult educators working within a particular setting of adult education, such as civic integration courses, detention education, etc. In this article, we elaborate on one particular case, viz., adult educators working in second-chance education for adults who still want to obtain their secondary diploma. We show how their profession as an adult educator can become a common concern for both third bachelor students of educational sciences and for adult educators in second-chance adult education celebrating in 2021 their 40 years of existence in Flanders. This means that our analysis in this article will also show how a university can become a place where their daily professional practice as adult educators, viz., their ambitions and doubts, ambiguities and contradictions, can fully materialize as collective study material.

The Legacy of Early 20th Century Protestant Education on Modern Chinese Corporate Gender Diversity

The Legacy of Early 20th Century Protestant Education on Modern Chinese Corporate Gender Diversity

Implementation of Inclusive Education Framework in Preservice Teacher Preparation Programs

The study was motivated by the global pursuit of educational equity and equality, and the unique challenges of implementing inclusive education in China, a country with a profound educational legacy and rapid modernization. The study aimed to address the research gap of evaluating the adaptability and effectiveness of the current teacher training framework within the Chinese context, offering guidance and references for educational reforms.The study aimed to evaluate the effectiveness and implementation of the inclusive education framework in pre-service teacher training programs in China, and to answer seven research questions related to the profile, perception, and assessment of pre-service teachers.The study employed a descriptive quantitative research method and adopted a descriptive correlational research design. The study concluded that the pre-service teachers had a moderate level of knowledge, skills, attitudes, and beliefs about inclusive education, and that their training and preparation needed to be improved and tailored to the Chinese context. The study also recommended some innovative measures to enhance the effectiveness and implementation of the inclusive education framework in pre-service teacher training programs.

Sekolah Radja "Kweekschool Fort de Kock": Exploring History and Role in Teacher Education in the Netherlands East-Indies

This research aims to analyze the background and history of establishment, contributions, and educational impacts of the presence of the "School Radja," Kweekschool Fort de Kock, on indigenous students in the Dutch East Indies. The method employed is historical methodology, involving the collection, analysis, and interpretation of various historical sources related to the Kweekschool Fort de Kock school with new perspectives on methodology, methods, theories, and themes in historical research, social sciences, and particularly education. The findings indicate that the establishment of Kweekschool Fort de Kock was part of Dutch colonial efforts to educate and control the indigenous population in the Dutch East Indies. This school provided teacher education for indigenous students with the aim of creating educators loyal to the colonial government. In conclusion, the existence of Kweekschool Fort de Kock played a significant role in the history of education in the Dutch East Indies, aiming to educate the nation's children but also reflecting the dynamics of colonial power influencing the education process and cultural identity of indigenous students. This study underscores the importance of understanding the historical context of colonial education in evaluating the educational legacy left behind and its impact on indigenous communities.

Historical Foundations and Educational Practices in Greek Elementary Education: A Comprehensive Overview

This paper provides an in-depth exploration of the historical factors shaping Greek elementary education and the contemporary pedagogical approaches and curriculum implemented in Greek elementary schools. Beginning with a historical analysis, the paper examines influential factors and developments spanning ancient times to the present day, including the legacy of ancient Greek education, Byzantine educational traditions, and modern educational reforms. By synthesizing historical insights with contemporary educational practices, this paper offers a holistic understanding of Greek elementary education. It underscores the enduring influence of historical legacies on present-day educational philosophies and methodologies while highlighting the innovative approaches adopted to meet the needs of modern learners. Ultimately, this comprehensive overview aims to contribute to scholarly discourse and inform ongoing efforts to enhance elementary education in Greece.

THE INFLUENCE OF KI HAJAR DEWANTARA's EDUCATIONAL LEADERSHIP IN CIVIC EDUCATION LEARNING

This research, based on a survey by researchers, found that the Citizenship Education learning process has not achieved maximum results according to the expected goal, namely becoming a human being with noble character and noble character in accordance with the Pancasila ideology. Of course, there are many aspects that influence it, including internal and external students, personal educators, families and the community environment. Ki Hajar Dewantara is an educational hero who should be used as a role model for Indonesian educators. So this makes researchers want to analyze how Ki Hajar Dewantara's educational leadership through the Fatwa Ngandel Kandel Kendel Bandel which he put forward was for the legacy of Indonesian education. This research was conducted using a qualitative approach and analytical descriptive methods. So researchers themselves must analyze in depth the Educational Fatwa of Ki Hajar Dewantara Ngandel Kandel Kendel Bandel from a number of existing documents or literature, interviews with experts and triangulated data in detail, to see and ensure the relevance and new innovations for citizenship education. in terms of planning, implementation and evaluation of learning.

Academician V.N. Boltinsky’s Scientific article Legacy in Agricultural Engineering Education and Science (Commemorating the 120th Anniversary of the Birth)

The article delves into the scientific contributions and advancements of the eminent Russian scientist in agricultural tractor construction, Vasily Nikolaevich Boltinsky. (Research purpose) The paper aims to shape and consolidate historical, scientific, engineering and technical concepts regarding the establishment and development of scientific and pedagogical institutions focused on the study of tractor engine operation and machine-tractor units in unsteady modes. It also seeks to underscore the contributions made by Doctor of Technical Sciences, Professor, and Member of VASKHNIL, V.N. Boltinsky. (Materials and methods) The study employs a chronological approach, utilizing historical, scientific, and informational resources, including publications by prominent scientists and original works by the academician himself. The paper also analyzes and summarizes historical facts detailing the role of V.N. Boltinsky in enhancing the design and efficiency of Soviet tractors and machinery units. (Results and discussions) Throughout his career, from assistant to associate professor to vice-president of VASKHNIL, V.N. Boltinsky dedicated himself to developing and testing new models of both foreign and domestic tractor equipment. His extensive experience and years of research culminated in the publication of the monograph «Operation of a tractor engine under unsteady load», which extensively explores the impact of varying loads on engine performance. V.N. Boltinsky successfully solved problems related to enhancing the operational speed of machine and tractor units, as well as innovating the design of agricultural machinery. (Conclusions) The life and professional endeavors of V.N. Boltinsky serve as a shining example of dedication to science, education, and the professional advancement of engineering and scientific professionals. To honor his legacy, an annual scientific and practical seminar entitled «Academician V.N. Boltinsky Readings» is held in Russia, ensuring his contributions continue to be celebrated and remembered.

Picture Book Reviews

Richard Willis, visiting professor at the University of South Wales, reviews a book about Friedrich Froebel, the ‘father of kindergarten’, and his educational theories and legacy for early childhood education. Meg Barclay, education consultant and early years reviewer for the School Library Association, reviews picture books which teach young children about the seasons, explore friendship and introduce babies to stories and illustrations for the first time.

Professional Book Reviews

Richard Willis, visiting professor at the University of South Wales, reviews a book about Friedrich Froebel, the ‘father of kindergarten’, and his educational theories and legacy for early childhood education. Meg Barclay, education consultant and early years reviewer for the School Library Association, reviews picture books which teach young children about the seasons, explore friendship and introduce babies to stories and illustrations for the first time.

Book review: Azra Razzack and M. Atyab Siddiqui, The School at Ajmeri Gate: Delhi’s Educational Legacy

Azra Razzack and M. Atyab Siddiqui, The School at Ajmeri Gate: Delhi’s Educational Legacy, Oxford University Press, 2022, 501 pp., ₹2295, ISBN 978- 81-948316-2-4 (Hardcover).

Historicizing Black Educational “Choice”: Toward Black Educational Self-Determination

The linking of school choice and charter schools to the legacy of Black alternative education and civil rights initiatives is a central discursive galvanizing and organizing tool for charter proponents, as it aims to provide legitimacy to the charter movement, while simultaneously coopting Black critiques of the institution of education to advance neoliberal restructurings of the state. In this paper, I posit there exists a conceptual and political distinction between school choice and efforts of Black educational self-determination, an approach to challenge white dominance and supremacy. The paper engages in a historical analysis exploring the history of school choice and Black educational self-determination.

Efektivitas Metode Baghdadiyah Pada Anak-Anak Di Desa Purba Sinomba

This research aims to assess the extent to which the Bagdadiyah method is effective in community service situations. The Bagdadiyah method, which originates from the legacy of Islamic education, has been applied in various community development programs. This research involved various individuals from various communities who were involved in this KKN service effort.This research method uses the Participation Action Research (PAR) method. The results of this service research show that the Bagdadiyah method has great potential to increase children's understanding of social, moral and cultural values ​​through this method. Furthermore, data analysis also shows that there are several obstacles that require resolution in implementing the Bagdadiyah method. Therefore, this study also suggests steps to further improve the implementation of the Bagdadiyah method.

‘Unspeaking the empire’: disentangling the colonial legacy of English education in Australia

ABSTRACT In post-invasion Australia, English has been a key instrument of colonisation. English education was tasked with producing subjects both loyal to the Australian nation and the British Empire with little recognition given to people from other languages and cultures, least of all First Peoples. Despite Australia now being considered a successful multicultural nation, it remains haunted by the ‘white possessive’ of the Frontier. In this essay we interrogate the tensions between language education policy, curriculum, and practice arising from Australia’s incapacity to come to terms with its colonial wounds: an incapacity starkly revealed by the failure of the 2023 ‘Voice’ to parliament referendum.

A legacy of ‘propagandist action’: Robert Owen, the paradox of working-class pedagogy, and the making of Britain’s co-operative movement

What’s the secret of British co-operation’s success? This essay argues that one answer to that question is: adult education. Drawing from cultural hegemony theory and historical literature, it shows that Robert Owen’s revolutionary philosophy of education fired many campaigns and institutional innovations: to dispel “false beliefs”; propagate a “rational social system”; and advance collective aspirations for “self-improvement”. Both an educational visionary and social reformer, Owen’s passion for “propagandist action” thus laid unique discursive foundations for Owenist-socialism’s enduring legacy of popular education. It also drove British co-operation’s emergent counter-hegemony to the investor-owned firm through three overlapping waves: early Owenism’s founding-prophetic tradition, which subordinated co-operative shops to “villages of co-operation”; the local-democratic pedagogy that subsequently emerged around those shops; and the movement-spanning professionalism that defines Britain’s contemporary educational institutions. Accounting for this sustained tradition of educational activism thus helps explain British co-operation’s durability. For example, its robust and wide-ranging present-day educational innovations such as the Co-operative College, Co-operative News, or the Co-operative Party are artefacts of this distinctive legacy. Lessons from the British experience thus illustrate the potential to build on adult education’s evolving promise, with significant conceptual and strategic implications beyond British shores.

What do we know about rural teaching identity? An exploratory study based on the generative-narrative approach

Abstract Generativity, manifested through interest in and commitment to the development of future generations, is a relevant dimension of teaching culture. Objective: To characterize the personal and professional development manifested by educators working in rural schools in Chile. Method: An interpretative-qualitative approach was adopted, based on an exploratory, cross-sectional and non-experimental design. The purposive sample consisted of 18 educators with an average age of 60 and with 33 years of professional experience in rural schools in the Metropolitan, Araucanía and Los Ríos regions (Chile). For the data collection, in-depth interviews were conducted from a narrative-generative perspective. The narratives were analyzed by means of content analysis. Results: Four categories were identified relating to generativity: significant life experiences, pedagogical dimensions of generative development, generative-expansive adulthood and personal formation. The implications of generativity for teaching practice and the way in which it shapes the educational legacy that transcends school space and time are discussed.