Threefold Approach to Education

Education has been, and perhaps will always be the method by which societies divulge the history, skills and information necessary for each generation to survive. Even though the impartation of this information may be handled differently from generation to generation, the growth of knowledge and information is forever increasing. In the following reflection I will be commenting on the “threefold approach to education” in the ancient civilizations of Egypt and Mesopotamia.

As seen through the lens of time, Egypt and Mesopotamia is rich in its history, religion, architecture, and writings. In these great civilizations we find that each seeks to achieve the enlightenment and training of their successors in these areas. In the article, “Home schooling and apprenticeship in ancient civilization”, we learn that these civilizations created a system which allowed children to imitate and model adult behaviors and skills in their very own homes. Home was not only a place of rest, but a place of learning and instruction. Children observed their parents and imitated their actions, and dexterity. Other children were sponsored and adopted into the “homeschooling” process. This allowed their instructors or masters to impart to them “hands on” or “one on one” training in order to successfully prepare them for their lifelong profession or trade. These successors didn’t choose their careers, but would follow in the family history of trade.

With acculturation on the line, we find that it was in the best interest of both civilizations to develop and preserve the future of the empires indoctrinations. Apprenticeship, in the other hand, for both civilizations was vital. Having the ability to master a skill or ability revealed the success of its instructor, student and trade. Most of these trainees gain incredible wisdom and knowledge which allowed them to have an important status in their communities or kingdoms. Being an apprentice vouched similar experiences and training which you find in the “homeschooling” of these societies. If you were an apprentice you became part of an elite group of individuals which was highly regarded and approved by the authorities (kings). Some were fortunate to have parents already in the elite group, but still others were adopted or sponsored by nobles, elders or masters of the trade. Even though there was great benefit in being an apprentice, there were also challenges and disadvantages. This mastery of skills could take long periods of time which in some cases ranged from 7 to 15 years. Apprentices were also exposed to the mistreatment of their “masters”, even though they were highly regarded, contractors could operate as they see fit.

In the educational systems of these great civilizations, we also find the facilitation of temples as a form of academic institutions. The erection of these temples could certainly signify the importance and interest of religion or immensity, but for the most part they were also symbolic for the importance of teaching and instruction, “house of instruction”. You, as an observer or member of the community, knew that those who entered the gates of the temple were esteemed and honored apprentices or priests. Temples served as a place of great teaching and knowledge, with its great fortified walls you knew you were participating in something great. These edifices still stand today, reflecting the importance and pillar of learning and instruction. Education has been, and perhaps will always be the method by which societies divulge the history, skills and information necessary for each generation to survive. Even though the impartation of this information may be handled differently from generation to generation, the growth of knowledge and information is forever increasing. In the following essay I will be commenting on the “threefold approach to education” in the ancient civilizations of Egypt and Mesopotamia.
As seen through the lens of time, Egypt and Mesopotamia is rich in its history, religion, architecture, and writings. In these great civilizations we find that each seeks to achieve the enlightenment and training of their successors in these areas. In the article, “Home schooling and apprenticeship in ancient civilization”, we learn that these civilizations created a system which allowed children to imitate and model adult behaviors and skills in their very own homes. Home was not only a place of rest, but a place of learning and instruction. Children observed their parents and imitated their actions, and dexterity. Other children were sponsored and adopted into the “homeschooling” process. This allowed their instructors or masters to impart to them “hands on” or “one on one” training in order to successfully prepare them for their lifelong profession or trade. These successors didn’t choose their careers, but would follow in the family history of trade.

With acculturation on the line, we find that it was in the best interest of both civilizations to develop and preserve the future of the empires indoctrinations. Apprenticeship, in the other hand, for both civilizations was vital. Having the ability to master a skill or ability revealed the success of its instructor, student and trade. Most of these trainees gain incredible wisdom and knowledge which allowed them to have an important status in their communities or kingdoms. Being an apprentice vouched similar experiences and training which you find in the “homeschooling” of these societies. If you were an apprentice you became part of an elite group of individuals which was highly regarded and approved by the authorities (kings). Some were fortunate to have parents already in the elite group, but still others were adopted or sponsored by nobles, elders or masters of the trade. Even though there was great benefit in being an apprentice, there were also challenges and disadvantages. This mastery of skills could take long periods of time which in some cases ranged from 7 to 15 years. Apprentices were also exposed to the mistreatment of their “masters”, even though they were highly regarded, contractors could operate as they see fit.

In the educational systems of these great civilizations, we also find the facilitation of temples as a form of academic institutions. The erection of these temples could certainly signify the importance and interest of religion or immensity, but for the most part they were also symbolic for the importance of teaching and instruction, “house of instruction”. You, as an observer or member of the community, knew that those who entered the gates of the temple were esteemed and honored apprentices or priests. Temples served as a place of great teaching and knowledge, with its great fortified walls you knew you were participating in something great. These edifices still stand today, reflecting the importance and pillar of learning and instruction.