In China, education is free for the population. In Latvia, students take exams, but what can a Chinese student boast of in front of a Latvian peer? Except, of course, that he knows a very difficult Chinese language.
Today's conversation will be about abilities . However, the guest of our broadcast does not agree with this term at all . According to him, as such, people have no abilities, but sometimes the development of thinking is not enough .
The editors of "Shelf" discuss their personal stories and rationalization proposals . Is it possible to read The Wizard of Oz and Hesse at the same time? Should books that are too old be removed from children? How to shovel the school curriculum in literature and add "Harry Potter" there?
Today's discussion focuses on education, technology, and academia in Jin dynasty. The Jin people have a deep respect for their culture and traditions, which is reflected in their educational system. The central schools are divided into three categories - the first being the aristocratic schools set up during the reign of Hailing, the second being the public schools established by the emperor, and the third being self-study schools set up by local officials. These schools aim to cultivate talent and promote Jin culture. There are a total of 22 schools in Jin dynasty, all with a focus on educating Jin people. During the reign of Emperor Jinzhu, there was no formal examination system initially, but later a three-year ritual was established. The Jin examination system required candidates to pass multiple exams, with the final exam being the Jin state examination. The examination subjects varied, and the scoring system was strict. Academically, Jin people adopted Chinese culture, promoted the study of Chinese literature, and translated many Chinese classics. Scholars like Jia Xuezhong contributed to the assimilation of Chinese culture, arts, and literature into Jin society. In addition, Jin literature was heavily influenced by Han culture, with many scholars excelling in poetry, calligraphy, and scholarly works. One notable figure, Chen Zhabian, was highly regarded for his poetry, which was compared to that of the famous poet Du Fu. Overall, Jin dynasty was known for its rich cultural heritage, blending elements of Chinese and Jin traditions to create a unique scholarly and literary tradition.
Today's smog disproportionately affects the academic researchers in the field of distance education technology. In the past, the educational system in China was centralized and catered to different ethnic groups, with distinct institutions for different groups such as the National School, the Nine Mongolian Schools, and the National School for Women. Additionally, there were specialized schools for medicine and nutrition, as well as for Mongolian self-study. These institutions were all part of the central government's education system, providing comprehensive education. However, there were disparities in treatment and discrimination against certain ethnic groups, with better opportunities for Mongolian and Manchurian students. Success in examinations could lead to official positions, with Mongolian students often achieving higher ranks. Despite the focus on Han Chinese education, there were also advancements in other areas such as military education. Scholars like Zhu Jia contributed significantly to the field of education, preserving Han culture and influencing the Yuan Dynasty's educational policies. The exchange of knowledge between scholars from different ethnic groups impacted the cultural landscape, with the promotion of Han studies in Mongol-controlled regions. Notably, the study of special documents and the compilation of historical texts played a crucial role in preserving cultural heritage. The development of literature, particularly in the form of dramas, further enriched the cultural scene during the Yuan Dynasty, with renowned playwrights like Wang Shifu and Guan Hanqing making significant contributions. The emergence of novels during this time period, including classics like "Romance of the Three Kingdoms" and "Water Margin," signaled a new era in literary expression.
Since 2013, the quota law in Brazil has improved access to federal universities and institutes by reserving spots for low-income students as well as for Black, Brown, Indigenous individuals, and people with disabilities. As of 2023, this law has been refined and expanded to better reflect the diversity of the population, aiming to enhance the quality of higher education and ensure student retention. In this episode of "Escuta a Ciência," Letícia, a scientist with a Master's in Immunology and a Ph.D. in Biobiosciences and Pathophysiology, delves into the effectiveness of the quota law. She invites researchers Maria Angélica Pedra Mioto and Maria Nilza da Silva from the Federal University of São Paulo to discuss the impact of affirmative actions on the racial, socioeconomic, and educational profiles of public university students. Maria Angélica, an economist and educator, shares her experience with the quota law through her profession, affirming its positive impact. Similarly, Maria Nilza, a sociologist and a proponent of the quota system, highlights the necessity of diversity not only in workplaces but in all societal spheres. They address common misconceptions about the quota law, which has become a subject of misinformation, emphasizing that the presence of quota students has enriched public universities rather than diminished their quality. The conversation underscores the constitutional right to inclusive education for all, regardless of race or socioeconomic background, and stresses that public universities are critical for producing scientific knowledge and providing quality education. Overall, the episode advocates for continued dialogue around the quota law, aiming to promote understanding of its significance for fostering an equitable educational landscape in Brazil.
Rita Lisauskas discusses the historical underrepresentation of Black individuals in films, television, theater, and advertising, where White people have often occupied prominent roles and Black individuals have been relegated to minor, stereotypical, and often impoverished characters. This trend extends beyond the arts into areas like education. However, the implementation of a law in 2003 made the teaching of Afro-Brazilian history and culture mandatory in schools, leading to a gradual change in representation, including a rise in children's literature featuring Black characters, aimed at providing diverse perspectives for young readers. In celebration of Black Awareness Day on November 20, the program features conversations with actor Felipe Celestino, co-founder of a Black theater collective in São Paulo, and Valdete Tristão, an educator and author. They discuss their personal experiences with the scarcity of Black representation during their childhoods. Valdete reflects on how her education emphasized Eurocentric narratives, particularly glorifying figures like Princess Isabel, leading to a lack of connection to African culture and a resulting negative self-image among Black youth. Felipe shares his late realization of his own Black identity, sparked by a public discussion in 2015 that encouraged him to reflect on representation and his place within society. The conversation also highlights the impact of Law 10.639, which transformed educational paradigms by incorporating the history and culture of enslaved Africans and Afro-Brazilians into the curriculum. This legislative change aims to dismantle the false superiority of White individuals and the false inferiority of Black individuals ingrained by a racist society. However, Valdete warns that having Black characters in children's literature is not sufficient if their portrayal lacks depth or fails to engage with their cultural significance. The discussion emphasizes that true representation involves careful consideration of values such as ancestral memory and civilizational heritage, encouraging a broader, kaleidoscopic view of identity beyond traditional frameworks. Felipe, as part of a Black theater collective, shares how their collaboration was a response to experiences of racism, highlighting the necessity of solidarity among Black artists to address systemic inequalities in the arts.
The conversation revolves around entrepreneurship in the technology sector, featuring two guests, Manoel and Marcelo. The host expresses excitement about the discussion, sharing that he has a background in computer science but struggles to keep up with the rapidly evolving tech landscape. Manoel introduces himself as a co-founder of Globo Dev, while Marcelo, who manages technology within the company, also shares his background. Marcelo describes his early interest in technology, starting from a young age by dismantling toys and later pursuing a career in IT. He recounts challenges he faced entering the workforce, including a lack of experience that made it difficult to secure internships. Despite these setbacks, he persevered and eventually transitioned to programming, which he found fulfilling. Manoel shares his own journey into technology, reflecting on his initial curiosity during the rise of computers and software in his hometown. He began teaching computer classes, experiencing the challenges of educating a generation that was apprehensive about technology. Over time, both Manoel and Marcelo have developed their careers, encountering various roles in the tech industry, from teaching to project management. They discuss how the demand for technology professionals has grown significantly, highlighting the strategic importance of technology in businesses today. They emphasize the need for initiatives to bridge the gap between academic training and the skills required in the industry. Both guests aim to provide insights on how to navigate the tech space, share their experiences, and encourage others to embrace opportunities within the field.