Ancient Egypt and Education Essay

Egypt, the gift of the Nile, is situated in the northern part of the African continent. old-fashioned Egypt was a desert sphere moire only by the Nile River which flooded the country from August to October, leaving behind a very rich black earth. The river flows into the Mediterranean Sea. The government of Egypt was autocratic, ruled by a king called Pharaoh who had absolute power. The kingdom started in 3400 B.C. when under the leadership of Menes, the first Pharaoh, Memphis in the north and Thebes in the south merge together and Egypt became a united country. The ring Pharaoh meant great ho work which referred either to the rook or to the duties of the king.The cut was owned by the Pharaoh who divided it among his nobles and the priests who owned large portions of the land for religious designings. The common people work on the land and gave large portions of their produce to their overlords, nobles, and priests. The Egyptians were polytheistic. They adore the sun god, Ra or Amon Ra, and Osiris , his egg-producing(prenominal) counterpart, the good god, who judged the dead. Their son, Horus, was god of day, and Set or Seth was their Satan. The Egyptians were firm believers in aliveness after death, hence, they built many synagogues. Egyptian civilization dates back to 5000 B.C., the start of its preserve history.* Training of scribes. Scribes were in great consider to record the transactions of ecclesiastical and technical business. This was the most coveted profession at that time. * apparitional. This aim was to inculcate proper celebrate for the gods and the pharaoh who was also considered as god. * Utilitarian. The father cute to transfer to his son his skills in his problem and the m different to her daughter the skills in tutelage ho intake. * Preservation of heathen patterns. Those in frivol away of Egyptian preparation, the nobles and priests, wanted to preserve their cultural patterns, the Egyptian civilization.* Religious edu cation. This was rife as the priests wanted to inculcate in the minds of the learners proper respect for the gods, moral conduct, and a conceptualisation for life after death. * Vocational-professional education. This was also pre paramount be own they wanted to perpetuate the artistic skills that embellished their temples and other buildings and their wonderful achievements in engineering and architecture. * armament education. This was only for the sons of the nobles. * Education for public administration. This was for those who aspired for positions in the government because the pharaoh needed many assistants to instrument his desires. * Priesthood education. This was for those who aspired to become priests.* Home arts education. This was generally vocational and offered to women. The Egyptian woman was accorded high regard than in other easterly countries at that time. They could compensate inherit the throne. * Writing, reading, and diction education. The Egyptians use the hieroglyphics form of writing (from the Grecian words hieros, sacred and glypho, to carve). These were pictures or signs that represent ideas. The hieroglyphics were great in number just after they were simplified into what was called hieratic (sacred) and later still into a form called demotic.* Reading, writing, and language. The learners acquire the language of their respective vocations, especially commerce. * Religious and secular literature. They studied aphorisms, proverbs, moral judgments, etc. * Artistry in metals and lapidary.* Mathematics, especially geometry and canvas , were studied collectable to the frequent inundations of their range which washed away the landmarks which had to be replaced. * Subjects in astronomy, engineering, architecture, physics, medicine, embalming, dentistry, and law were taught in the temple schools by the priests. * Music, dancing, playing the harp, cymbals, drum, lyre, guitar, tambourine, and clapping to rhythm. * Sports, games, and physical education with swimming, wrestling, archery, and hunting and fishing taken as vocations and avocations. * The array schools offered training in the use of the bow and arrow, battle ax, lance, mace, and shield. Egypt became a military power in the ancient gentlemans gentleman from 1600 to 1400 B.C.Education was under the control of religion. This was a part of early Egyptian culture. * Home. The folk provided for basic education. Home skills and rudiments of undecomposed and wrong were taught at home. * Temple schools. The temple schools were for higher education, especially for the professions such as engineering, architecture, medicine, dentistry, surveying, etc. * Military schools. These schools were only for the sons of the nobles their purpose was for defense and aggression. * Court schools. To these schools went those aspiring for a public office and those taking up law. Law was taught by a corps, Pharaohs corps of public officials, part of a function of pries thood. * Vocational schools. These were schools of arts and trades.* The green studied at home, usually with the buzz off as driller. * At age 5, the boys be the reading and writing schools under the priests if the parents could succumb to pay the school fees. At 17, the boys entered the schools that offered their vocations.* Apprenticeship. This was the dominant method especially in the swallow and the vocational schools. * Dictation, memorization, copying, imitation, repetition. These were standard practices in training especially in the lower grades. * card and participation. These were also standard practices of teaching, especially in the vocational courses. * Although some lay teachers were allowed to teach in the lower schools, the teachers in the temple and higher schools were always priests and scribes. Flogging was used to penalize failure to learn.The pupils and students had to pay a certain amount of school fees even in the lower schools. Hence, education was no n universal. Outstanding Contribution to Education The smashing contribution of the early Egyptians to education were likely geometrical measurement and surveying. They were the first to use these two mathematical techniques and their mastery was due to the annual inundation of their fields by the Nile River, necessitating the remeasuring of their fields again and again and restoring the landmarks illogical during floods.After centuries of progress, Egypt declined. Some historians trace the cause to the refusal of the priestly class to change the true rules and practices. The old prevented the young from learning set ahead because of apprenticeship. But the chief cause was the stupidity of the Egyptian mind to ascend from the serviceable and empirical to the scientific and universal. Conceptual thinking, reasoning, originative imagination, and intellectual curiosity were foreign to them. They saw in knowledge only a means of practical advancement they had live of knowledge for its own sake.