EVI

DENCEDBYADI
SCUSSI
ONONLI
NE

WI
THMYGROUPMATES

1.HowdoesPl
ato'
sAcademycompar
eort
heGr
eekPhi
losopher
sschool
ingcompar
eto
t
heeducat
ionoruni
ver
sit
yoft
oday
?

Basedonourr
esear
ch,wef
oundoutt
hatPl
ato'
sschemeofhi
ghereducat
ionwi
th
t
hesy
stem i
nvoguei
nourownuni
ver
sit
ies,
weseet
hati
tisatoncenar
rowerandwi
der
.Iti
s
nar
rowerasi
tisi
ntendedonl
yforspeci
alcl
assf
ormen,dest
inedt
oper
for
m onet
ypeof
soci
alser
vice.Het
her
efor
epr
escr
ibest
hesamecur
ri
cul
um f
oral
lvar
yingnodoubti
ndet
ail
butl
eadi
ngt
hesamepat
htot
hesamegener
alend.

Ouruni
ver
sit
ies,ont
hecont
rar
yar
etendi
ngmor
eandmor
etopr
epar
ethest
udent
s
f
ormanycal
l
ings,and t
he cour
ses t
heypr
ovi
de ar
e cont
inual
l
ygr
owi
ng mor
e hi
ghl
y
speci
ali
zed.Thi
sdi
ff
erencei
sduepar
tl
ytot
hel
argerr
angeofmoder
nknowl
edgeandt
othe
gr
eat
ercompl
exi
tyofmoder
nli
fe.

Anot
herpr
inci
plei
mpl
i
edbyPl
atoi
sthateducat
ionmustnotmer
elyt
omaket
he
st
udent
smast
ersononesubj
ectorev
enequi
pthem f
orr
esear
chi
nsomespeci
alf
iel
d.I
t
mustt
ogi
vet
hem sy
nopt
icmi
ndsenabl
i
ngt
hem t
ovi
ewt
hei
rspeci
ali
nter
esti
nrel
ati
ont
o
t
he whol
e ofl
i
fe and knowl
edge.I
tshoul
d make t
hem i
ntr
ue sense phi
l
osopher
s,
possessi
ngsomet
hingoft
hatf
reedom andi
mpar
ti
ali
tyofmi
nd.Themai
nweaknessesof
muchofwor
kinourmoder
nuni
ver
sit
iesar
eit
'sf
ail
urest
obephi
l
osophi
cali
nthi
ssense.I
t
i
sfarmor
edi
ff
icul
tforust
hani
twasf
orPl
atot
ocompr
ehendt
hewhol
eofknowl
edgei
n
onephi
l
osophi
cvi
ew.Ouruni
ver
sit
ieswi
l
lfocusandi
nspi
ret
henat
ion'
sspi
ri
tuall
i
fei
n
pr
opor
ti
onast
heyt
akePl
atoi
deaf
ort
hei
rown,
howev
ermucht
heymaychangei
tsf
orm.

Ont
heot
herhand,anar
ti
cleent
it
ledThr
oughEducat
ionsi
mpl
i
fiest
hat
,todaymost
count
ri
esseeeducat
ionasar
ightandhav
est
ruct
urededucat
ionalsy
stemswher
echi
l
dren
ofacer
tai
nagear
erequi
redt
oat
tendschool
.Thi
smi
rr
orsPl
ato’
sbel
i
eft
hatast
atemust
hav
east
ruct
uredsy
stem wher
echi
l
drenofbot
hsexesmustat
tendschool
.Thi
sisbecause
hebel
i
evedt
hatev
erymemberofsoci
ety
,thought
heywi
l
leachhav
ethei
rownspeci
fi
crol
e
i
nsoci
etyl
ateri
nli
fe,mustal
lhav
eequaleducat
ionatt
hest
artoft
hei
rtr
aini
ng.I
nfact
,the
wayPl
atocat
egor
izest
hest
agesofeducat
ioni
swhatgener
all
yinf
luencest
hewaywe
cat
egor
izeandsor
tst
udent
sint
oint
ermsofy
earl
evel
s.Pl
atodi
vi
dedt
hesy
stem of
educat
ioni
ntot
wo–el
ement
aryandhi
ghereducat
ion–anddi
vi
dedcl
assesbasedonage
andcl
ass.

I
ndeed,
Plat
oval
uededucat
ionandt
hewayi
tchangespeopl
e.Hewasknown
f
ort
hinki
ngaboutani
dealgov
ernmentandsoci
etyandbel
i
evedt
hatt
omai
ntai
na
st
abl
est
ate,i
twasnecessar
ythatal
lci
ti
zenswer
eeducat
ed.Pl
atowasknownf
or
hav
ingi
deasaboutaper
fectst
ate,andhebel
i
evedt
hateducat
ionwasoneoft
he
key
stoer
adi
cat
ingev
ilandachi
evi
ngt
his.Becausei
fpeopl
ewer
eeducat
edand
sound,t
hen t
heneed f
orest
abl
i
shi
ng l
awswasunnecessar
y;buti
ftheywer
e
uneducat
ed,t
hent
hel
awswer
eusel
ess.ForPl
ato,educat
ionwasmor
ethanj
ust
memor
izi
ng f
act
swhi
l
esi
tt
ing i
nacl
assr
oom f
rom y
out
hto mat
uri
ty.I
nst
ead,
educat
ionwasal
i
fe-
longpr
ocessandev
enadul
tscoul
dbet
rai
nedandeducat
ed,
t
huscr
eat
edasy
stem i
nwhi
chev
enadul
tswer
etr
ained.

I
fyoul
ookati
tinacer
tai
nway
,itmi
rr
orst
heki
ndofeducat
ionalsy
stem we
hav
eint
hepr
esent
.Thecompul
sor
yeducat
ionofchi
l
dreni
nourcount
ryf
ort
hir
teen
y
ear
s(ki
nder
gar
tenandgr
ades1–12)andi
sgr
oupedi
ntot
hreel
evel
s:el
ement
ary
school(
kinder
gar
ten–gr
ade6)
,juni
orhi
ghschool(
grades7–10)
,andseni
orhi
gh
school(
grades11–12)
.Fr
om t
her
e,al
argeper
cent
ageofst
udent
sbegi
ntomake
t
hei
rwayt
owar
dst
hewor
kfor
ceaf
terhi
ghschoolandpr
ovet
obecapabl
eof
per
for
mingwor
kwi
tht
heski
l
lst
heybui
l
tdur
ingt
hei
reducat
ion.

Conv
ersel
y,y
oual
sohav
epeopl
ewhogoont
ospeci
ali
zei
nthei
rski
l
lsand
educat
iont
hroughpost
-secondar
yeducat
ionl
i
kecer
ti
fi
cat
ionpr
ogr
ams,v
ocat
ional
school
,under
graduat
epr
ogr
ams,upt
odoct
orat
epr
ogr
ams.Hebel
i
evedt
hatan
educat
edst
atecoul
dleadt
otheper
fectst
ate.Andt
hisi
swhatl
edt
oaneducat
ional
sy
stem si
mil
art
otheoneweseei
nmostcount
ri
est
oday
.Whi
l
esomepar
tsofhi
s
t
heor
iesoneducat
ioncanbedi
sagr
eedupongi
vent
hecur
rentst
ateofmor
alv
alues,
hi
sphi
l
osophypr
ovedt
hati
twaspossi
blef
orpeopl
etocont
inuousl
ylear
nandnot
j
ustl
i
miteducat
iont
oyout
hs.

2.
)Howdi
dtheanci
entChi
nese,
Indi
an,
RomanandGr
eekeducat
ioncompar
eint
ermsof
t
ypeofst
udent
s,accessi
bil
it
y,t
eachert
rai
ningandout
comeorgoal
soft
hei
reducat
ion
sy
stem?
 ANCI
ENT TYPES TEACHERS GOALSOF
TRAINI
NG THEIR
CI
VILI
ZATI
ON OFSTUDENT ACCESSI
BILI
TY EDUCATION

Girl
swer en’t Educational access Inthecour seof Fi rstofal l
to
all
owedt ogoto remainsunev enin carryingoutt he recogni z edthe
school andbe China.St udents teachingof anci entChi nese
educated bornintof luent ancientChi nese, style
becauset hey famili
esgener all
y teacher swer e knowl edge,
didn’
tgett olearn havegr eateraccess requiredt o cultural
coolthingslike tohighqual i
ty goodqual ityof knowl edgeand
archery.Only educationt han educat i
on, basi c
boysf r
om r i
ch thosefrom l ower i
nnov ativeand knowl edge.
famili
esgotan i
ncome practicedcl ass Secondl yto
CHI
NESE education,but background.Hi gh demonst ration. mast ert he
boysf r
om poor LevelLiteracyis Dev elopa classi cal
didn’
t.Rich thei
rbasel ine vari
et yof met hodof
studentslearn i
ndicatorof applicationt o classi cal
howt obe educational access. mast erthe Chi nese
respectful,
they basic teachi ng.Finall
y
taughtont he knowl edgeand t of indt he
booksof manymor e. probl em.
Confucius.

Indianst udent s Theeducat ionwas InancientI ndi a, Themai n

havedi f
fer ent free;thest udents theteacherwas object i
veof
personal ities; wer enotr equiredto wellversedon theireducat ion
theyhav et he payanyf ees. tempor al as wast oequi p
abili
tyt olear n Accesst ogood wellasspi rit
ual thest udent s
i
ndependent l
y. educat ionwasnot knowledgeand withagood
Student s baseduponweal t
h prompt st hem qualityof
primar il
y butt heirski l
ls, toreali
z ation.I n educat ion.Their
dedicat ed abili
tiesand themedi ev al educat ion
themsel ves mot ivationwas ages,thet ask most l
yf ocused
towar dsl istening regar dedi mpor tant oftheteacher ont he
I
NDI
AN
totheirt eacher s. throughwhi chthey wast oimpar t enrichmentof
Theywoul dsi tat areacqui red knowledgeand culture,
thef eetoft heir educat ion.The goodmanner s char actersand
teacher sand abili
tiesoft he ontheirpupi ls. personal it
y ,
compr ehendand student senabl ed devel opment .
compr ehendal l them t oacqui r
e Theyar e
thecompl icated educat ion, prepar i
ngt heir
problemsofl ife. student st obe
(Pr
ogr
essof
 Theyalso Educati
onin readytosur
viv
e
acqui
redpract
ical AncientI
ndi
an) i
nev er
y
knowl
edge sit
uati
on.
towar
dslif
e.

Ther ewer e2 TheRoman Teacher sget Themai ngoal

typesofst udents accessi bili
tyin thei
rf ir
st ofeducat ion
i
nRome. educat i
onwas educat i
on ancientRome
nev erformal ly trai
ningat wast opr epare
Uppercl ass-at i
nst it
utedast ate coll
egeby they oung
theageof13, sponsor edf orm of taki
ngcour ses gener ati
onto
maj ori
tyofthem el ement ar y thatmeetst at
e takeov erafter
wasboy s,who
ROMAN educat i
on.I nno orlocal theirparents
attended stageofi tshistory certi
fication andt obean
grammarschool di dRomel egal l
y teaching effectiv
e
wher ethey requirepeopl etobe requirement s. speaker .
studiedLat i
n, educat edonl yin Academi c
Greekgr ammar l ev el. subject-specif
ic
andl it
eratur
e. trai
ningi s
Taughtt obe general l
y
war ri
orAlsohired organiz edby
privatetutor
s. Itwast y picall
yf or
Romanchi ldrenof gradel ev el
.
weal thyf ami l
iesto
receivet heear l
y
Lowercl ass-Girl
s educat i
on.
wer etaughtby
thef emalesin
thehousehol d.
Theywer etaught
howt oruna
househol dand
howt obeagood
wife.
 Therewere2 Formal educat ion Teacher sf or Thei reducat i
on
categor
iesin wasat tained themostcases aimsatt he
termsofthei
r throughat tendance wer eei t
her mor al
student
s: toapubl i
cschool or educat edsl av es i
nt ellectual and
GREEK waspr ov i
dedbya ortut orshi red prof essional
hir
edt utor.Informal outf orfee. andphy sical
Femal e-lear ned educat i
onwas Teacher st hat trainingofal l
theskillsl i
ke providedbyan ti
mewer e Gr eeks, the
weav i
ngf rom unp ai
dt eacherand adopt inga dev elopmentof
thei
rmot her s. occur r
edi nanon- tabletand nat ional
Onlyboy swentt o publicsetting. slateswer e religious
school att heage Edu cati
o n wasan usedf orwr iting consci ousness
ofsev en. essential andanabacus andt hecr eation
componentofa wasusef or off reeand
person'sidentity. calculating. responsi ble
Formal Gr eek Theyar et r
ai ned citizen.
Male-t hey educat i
onwas baseont hei r
l
earnedi n pri
mar il
yf ormal e. capabi li
ties.
readi
ng, wr i
ti
ng Mosthi red
andar ithmet icas teacher swer e
wellaspoet ry smar test
andmusi c.They amongal leither
alsolear ned youar ebel ong
physical activi
ti
es ont heupper
l
ikedanci ng classorl ower
athl
etics. class.

3.Whati
syourpercepti
onofaf
utur
epr
oof
ed,
uni
ver
sit
yofexcel
lenceand
uni
ver
sit
yofi
nclusion?

St
udent
sfr
om di
ff
erenteducat
ion and cul
tur
ebackgr
ound mayhav
e
di
ff
erentper
cept
ionst
owar
dshi
ghereducat
ion,par
ti
cul
arl
yexpect
ati
onsr
elat
edt
o
t
eachi
ngandl
ear
ning.St
udent
s’appr
oachandor
ient
ati
ont
oeducat
ionmayf
urt
her
af
fectt
hei
racademi
cdeci
sions,
expect
ati
ons,
andper
for
mance.

St
udi
esbasedonpsy
chomet
ri
canal
ysi
sandi
nter
viewshav
eshownt
hatt
her
e
ar
etwogener
ali
zedt
ypesofeducat
ionalor
ient
ati
onamongst
udent
s:al
ear
ning-
or
ient
edt
ypeandagr
ade-
ori
ent
edt
ype(
Alexi
tch&Page,1996;Kat
chadur
ian&Bol
i
,
1985)
.Thef
ormerf
ocuspr
imar
il
yonv
aluessuchashar
mony
,per
sonalgr
owt
h,t
he
pr
ocessofl
ear
ningandi
ntel
l
ect
ualcompet
ence,andt
hist
ypeofst
udentespouses
i
ntr
insi
cval
ues.Thegr
ade-
ori
ent
edst
udentpr
imar
il
yfocusesonconcer
nssuchas
gr
ades,st
atus,compet
it
ion,and r
ecogni
ti
on,and t
hey ar
e mor
eint
erest
ed i
n
ext
ri
nsi
cval
ues(
Alexi
th,
1994;
Rich,
1990,
Star
k,Bent
ley&Lowt
her
,1991)
.

Resear
cher
sfound t
hatl
ear
ning-
ori
ent
ed st
udent
srepor
ted t
he hi
ghest
gr
ades,andal
soshowedt
hegr
eat
estdegr
eeofsat
isf
act
ionwi
tht
hei
runi
ver
sit
y
exper
ience(
Alexi
th,1994)
.Ther
efor
e,st
udent
scoul
dimpr
ovet
hequal
i
tyoft
hei
r
l
ear
ningexper
iencei
nuni
ver
sit
iesi
ftheycoul
dmov
ethei
rper
spect
ivet
owar
ds
hi
ghereducat
ioni
nthedi
rect
ionofamor
elear
ning-
ori
ent
edappr
oach(
Alexi
th&
Page,2001)
.Thi
sst
udyi
nvest
igat
esUSandChi
neseunder
graduat
eMI
Sst
udent
s’
per
cept
ionsoft
hei
runi
ver
sit
yeducat
ion.

Thepur
poseofhi
ghereducat
ionaswel
last
heuni
ver
sit
ycanhav
ean
i
nfl
uenceonpot
ent
ialandcur
rentst
udent
sinchoosi
nguni
ver
sit
yeducat
ion.We
knowt
hat
,int
hisdayandaget
hel
i
fet
hatwel
i
vedi
ntodayhasbeent
heonet
hat
st
ri
vet
omakeagr
ound-
breaki
ngchangef
ort
hebet
ter
mentofourcur
rent
sli
vesand
f
ort
hef
utur
ethr
oughqual
i
tyeducat
ion.Si
mil
arl
y,uni
ver
sit
iesoft
oday
,al
lov
ert
he
wor
ld,ar
eal
sot
heonet
hatsetandst
art
edt
hist
houghtchangi
ngper
spect
iveof
pur
sui
nggr
eat
nessi
nal
laspect
soft
hings,
especi
all
yaboutdi
scov
eri
esofourwor
ld;
t
hus,
theyar
ecompel
l
edt
osuchadv
ancement
s.Dai
l
y,wesawmanydi
ff
erentt
hings
t
hatar
etheendpr
oductofourcont
inuousandar
duousunf
oldi
ngouranswert
hat
wehumansseek-educat
ion.Toend,ourper
cept
ionoff
utur
epr
oof
ed,uni
ver
sit
yof
excel
l
enceanduni
ver
sit
yofi
ncl
usi
onar
ethef
oll
owi
ng.

 I
tsomethi
ngthatdesi
ref
orcont
inuousadv
ancementofal
laspectf
ort
he
bet
ter
mentofhumani
ty
 Af
ocusonst
udenti
ntel
l
ect
ual
andsoci
aldev
elopment
 A wel
comi
ngcommunitythatengagesal
lofi
tsdi
ver
sit
yint
heser
viceof
st
udent
sandor
gani
zat
ionall
ear
ning.
 Qual
i
tySt
andar
ds
 Educat
ional
chal
l
engesshoul
dbecent
ral
i
zed.

Fur
ther
mor
e,al
lcol
l
egesanduni
ver
sit
iespur
por
tthatt
hest
udent
sleav
ewi
tht
he
knowl
edgeandski
l
lsneededt
obeact
iveandengagedci
ti
zenswhowi
l
lmakea
di
ff
erencei
nthepl
acest
heyl
i
ve,
wor
kandser
vei
nthef
utur
e.
REFERENCES

Alexi
tch,
L.R.(1994).Under
graduatest
udentexpect
ati
onsandpercept
ionsofauni
ver
sit
yeducat
ion i
n
the1990s.Unpubli
sheddoctoraldi
sser
tat
ion,
Univer
sit
yofWindsor.

Alexi
tch,L.R.andSt
ewartPage,Fal
l(2001).Educati
onalOr
ient
ati
onandSt
udent
s'Per
cept
ionsofaUni
ver
sit
y.
Educati
on,Gui
dance&Counsel
ing,Vol
.17Issue1, p8,
8p,3chart
s.

Alexi
tch,
L.R.andSt
ewar tPage,Wi
nter(
1996).Pr
oblemsinHi
gherEducat
ion:
Dil
emmasf
or Canadi
an
st
udentsint
heNinet
ies.Educati
on,
Guidance&Counsel
ingVol
.11Issue2,
p15,4p.

Alexi
tch,
L.R.
,&Page,S.(
2000).St
udent
s'academicchoi
cesandexpectat
ions:
Theinf
luenceof gender
,
educati
onalor
ient
ati
onandli
feval
ues.Manuscri
ptsubmit
tedf
orpubli
cati
on.Asti
n

Educat
ioni
nChi
na,
”Wor
ldEducat
ionNews&Rev
iews,
Mar
ch7,
2016.Accessed5Januar
y2017.

Davi
dMat t
hews,“Assessi
ngChi
na’
sAcademi
cOr
bit
,”Chi
naHousehol
dFi
nanceSur
vey
,Mar
ch20,2015.
Accessed5January2017.

Kei
th Bradsher
,“NextMade-
In-
Chi
na Boom:Col
l
ege Gr
aduat
es,
”The New Yor
kTi
mes,Januar
y16,2013.
Accessed5January2017.

TessaWong,“
Chi
na’
sgaokao:Hi
ghSt
akesf
orNat
ionalExam,
”BBCNews,June9,2015.Accessed5Januar
y
2017.

ht
tps:
//r
ome.
mrdonn.
org/
school
.ht
ml

ht
tps:
//cl
oud2j
.edupage.
org/
cloud/
GREEK_
EDUCATI
ONAL_
SYSTEM.
pdf

ht
tps:
//www.
ful
bri
ght
.gr
/en/
study
-i
n-gr
eece/
the-
greek-
educat
ional
-sy
stem

ht
tps:
//www.
hist
ory
ont
henet
.com/
the-
romans-
educat
ion

ht
tps:
//www.
gnu.
org/
educat
ion/
edu-
syst
em-
indi
a.en.
htm

l
ht
tps:
//i
thi
has.
wor
dpr
ess.
com/
2013/
08/
28/
anci
ent
-i
ndi
an-
educat
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SUBJECT:
STST-
10
PROFESSOR:
MR.
EDI
SUNMACUSI
TI
TLE:
EVI
DENCEBYADI
SCUSSI
ONONLI
NE.
DATE:
JUNE1,
2021

SECTI
ON:
BA-
1F
AMORMAUNAS
SHERWI
NCUDA
MI
CHAROSEMAGKI
DONG
THANKYOU
AND
GODBLESS