Compare and contrast Britain and France over educational practices The existence of mass education is a common feature of industrial societies. It is agreed by sociologists that the education system accepts some responsibility in preparing young people for the world of work. It is viewed as an institution where socialisation takes place, involving acquisition of knowledge and skills. It with or without intent also helps to shape beliefs and moral values. Education is an issue that plays an essential role in all aspects of society and sparks debates in issues of national economic competitiveness, national identity, and social justice. It is viewed as protecting the status quo and is a crucial element of personal growth and social transformation. The education system has existed since the early 19th century and appears o expand as society progresses.
Education in general appears to be shaped by four educational traditions. The first view is known as Encyclopaedism, it is very strongly inherent with the ideas from the "ÃÂenlightenment' period.
Teacher in primary school in northern Laos
Betonwerksteinskulptur "Lehrer-Student" von Reinha...
Britains Floral Garden ~ memories from my childhoo...It has been a very influential frame, especially for European countries such as France. This view promotes the idea that valid knowledge should be categorised, codified, and learnt. It promotes the concept that education provides the ability to think rationally, to reason, which leads to a better society with "ÃÂenlightened' people who, from education have the ability to use knowledge and reasoning with situations they encounter throughout their lives.
The second traditional view is based from a philosophical root known as humanism. It highlights the concept that education creates a "ÃÂvirtuous individual' who posses high qualities of moral values, and high levels of intelligence. The humanism belief is strongly developed from English public schools and universities. This approach strongly emphasises the role of the academic tutor who in some ways acts as a "ÃÂrole...