Research Paper on Comparison of Indigenous and Contemporary Education Model

Culture can be described as the customs, beliefs, and norms that are found in a particular community or society. It is worth noting that there are particular factors that are common in all cultures; with education being one of them. The education system can be perceived to have evolved such that various changes have taken place in both the teaching and learning process. Education is one of the cornerstones that build various cultures (Burridge, Whalan, & Vaughan, 2012). Since time in memorial, information has always been passed down from one generation to the next through education with the goal of preserving the culture and promoting development. It plays a crucial when it comes to promoting diversity and stability among individuals from a global perspective. Through education, people from various parts of the world have formed relationships, interacted and engaged in team efforts for the purpose of bringing change in the society. It can be perceived to be an instrument that promotes openness, and allows people to think critically when analyzing issues. Furthermore, it allows the promotion of morals by teaching and reminding people on the sense of oneness such that social development is promoted (Burridge, Whalan, & Vaughan, 2012). It, therefore, becomes inevitable to question the changes that have taken place in the education systems and whether there are differences and similarities in the past and present systems of education. In regards to the goals, the teaching and learning processes, technology and administration, there are significant similarities and differences between indigenous and contemporary models of education.

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Education means the process in which an individual acquires knowledge or information such that he or she is able to apply the knowledge in real life situations (Shera, 2003). It serves to expand the level of thinking of individuals such that they approach the world through different perspectives. According to the constitution, it is the right for each person to obtain education regardless of any difference. Its a tool of change that allows an individual to develop socially, emotionally and physically. From a general perspective, education can be described as the tool of change that allows cognitive development which in return results in the complete development of man. Similarly to other basic aspects of the life of man, aspects such as health and administration, education has gone through various changes or rather developments (Shera, 2003). The developments have resulted into two main perspectives that include; indigenous and contemporary models of education.

An indigenous model can be described as the original or the traditional form of a concept. In regards to education, it entails the type of education that existed before the encroachment of western civilization (Jacob et.al, 2015). It puts into perspective both formal and informal types of education whereby indigenous methods and knowledge are incorporated. Indigenous educations make it possible to transfer knowledge about a culture such that it is preserved from one generation to the next. It can be described as the education that existed before the spread of literacy that was found in various cultures such that there were specific people responsible for teaching other members of their community on several issues. Furthermore, skills were mostly learned through apprenticeship and differed depending on the occupation of each community. The education was also based on gender roles whereby boys were guided by their fathers and other older men while the girls were under the supervision of their mothers. For the intellectual growth, the boys would be allowed to take part in important meetings and also being grouped depending on age and taught on important norms and beliefs that are present in their cultures (Jacob et.al, 2015).

The contemporary model of education can be referred to as the current or modern systems of education (Cajeto & Pueblo, 2010). It incorporates modern techniques or approaches in the delivery information such that it differs completely from indigenous education. It highlights the need for a curriculum that focuses on meeting the needs of individuals in addition to the various capacities of students. It tends to focus more on economic development or rather uses a capitalistic approach when delivering knowledge to individuals. It tends to follow a more formal approach when compared to the indigenous form of education that effectively combines both formal and informal approaches. The contemporary model spread across various cultures in the world by the Christian missionaries whose goal was to spread Christianity such that they put up schools in the process (Cajeto & Pueblo, 2010). It, therefore, becomes important to analyze the differences between indigenous and contemporary education.

One of the most significant similarities between the contemporary model and the indigenous model is that they develop individuals such that they are able to grow mentally, socially in addition to developing skills (Cajeto & Pueblo, 2010). Another similarity between the two models is that they focus on moral development such that individuals grow up to be responsible for their choices and actions. Both models emphasize the need for discipline and have rules that each person is expected to follow. For indigenous education, the customs, values, and attitudes were transmitted from one generation through the day to day interaction in addition to a formal approach whereby young people were taught by elders, mostly through folklore, on their responsibilities. Another significant similarity is that both systems have teachers who pass information to their learners. Also, both models focus on equipping individuals with skills in leadership such that an individual is able to independently make his or her decisions without too much guidance. They act as the basis of bringing up leaders who are moral and willing to serve the society. Also, both models focus on equipping individuals with technical skills that enable them to contribute effectively to the economy. They allow participation such that there is plenty of interaction in the learning process that allows the students to reflect and apply the skills theyve learned in real life situations (Shera, 2003). For both models, learners are expected to conform to the teaching and learning process such that they gain from it. From a general perspective, both models focus on the transmission of knowledge such that they are passed from one generation to the next. The models focus on growth and progress such that individuals are able to apply what they have learned in real life situations (Cajeto & Pueblo, 2010). In other words, the models play a significant role in the preservation of universal standards and culture.

One of the significant differences between contemporary and indigenous models is on specificity. The indigenous education is limited to a community such that information is only passed to its members. However, for the contemporary education, knowledge is universal and not limited to a particular group (Cajeto & Pueblo, 2010). The concepts of mathematics taught in the United States align with the mathematics concepts taught in Asia or Australia. Another significant difference entail teachers. Despite both models having teachers, the contemporary model has specific teachers while for the indigenous model, the teachers are not specific. In the indigenous model, as long as an individual is well acquainted with the customs and beliefs of the community, he or she is able to pass down the information to the others. However, for the contemporary model teachers undergo specialized training and receive payment when they engage in their occupation. Another difference lies with the goals of each model of education. While the indigenous model focuses on the transmission of beliefs, values, obligations and moral standards to the learners, the contemporary model focuses on equipping literacy skills; with the example being the 3RS, writing, reading, and arithmetic (Cajeto & Pueblo, 2010).

As stated earlier, in regards to the goals, the teaching and learning processes, technology and administration, there are significant similarities and differences between indigenous and contemporary models of education. Through education, people from various parts of the world have formed relationships, interacted and engaged in team efforts for the purpose of bringing change in the society. Also, the process of education has undergone various changes and hence important to analyze both indigenous and contemporary forms of education. An indigenous model can be described as the original or the traditional form of a concept while the contemporary model of education can be referred to as the current or modern systems of education. Despite the differences and the similarities, both education models play a significant role in the transmission of knowledge from one generation to the next such that development and progress is experienced as the end result.

References

Burridge, N., Whalan, F., & Vaughan, K. (2012). Indigenous Education (1st ed.). Rotterdam: Springer.

Cajete, G. A., & Pueblo, S. C. (2010). Contemporary Indigenous education: A nature-centered American Indian philosophy for a 21st century world. Futures, 42(10), 1126-1132.

Jacob, W., Cheng, S., & Porter, M. (2015). Indigenous education (1st ed.). New York: Springer.

Shera, W. (2003). Emerging perspectives on anti-oppressive practice (1st ed.). Toronto: Canadian Scholars' Press.