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Education in Caphiria: Difference between revisions
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The Acelector-Magnis philosophy is based upon the following set of principles: | The Acelector-Magnis philosophy is based upon the following set of principles: | ||
* Children must have some control over the direction of their learning; | * Children must have some control over the direction of their learning; | ||
* Children must be able to learn through experiences of touching, moving, listening, and observing; | * Children must be able to learn through experiences of touching, moving, listening, and observing; | ||
* Children have a relationship with other children and with material items in the world that they must be allowed to explore; | * Children have a relationship with other children and with material items in the world that they must be allowed to explore; | ||
* Children must have endless ways and opportunities to express themselves. | * Children must have endless ways and opportunities to express themselves. | ||
The Acelector-Magnis philosophy of teaching young children puts the natural development of children as well as the close relationships that they share with their environment at the center of its philosophy. In this approach, there is a belief that children have rights and should be given opportunities to develop their potential. Children are considered to be “knowledge bearers”, so they are encouraged to share their thoughts and ideas about everything they could meet or do during the day. “Influenced by this belief, the child is beheld as beautiful, powerful, competent, creative, curious, and full of potential and ambitious desires." The child is viewed as being an active constructor of knowledge. Rather than being seen as the target of instruction, children are seen as having the active role of an apprentice. This role also extends to that of a researcher. | The Acelector-Magnis philosophy of teaching young children puts the natural development of children as well as the close relationships that they share with their environment at the center of its philosophy. In this approach, there is a belief that children have rights and should be given opportunities to develop their potential. Children are considered to be “knowledge bearers”, so they are encouraged to share their thoughts and ideas about everything they could meet or do during the day. “Influenced by this belief, the child is beheld as beautiful, powerful, competent, creative, curious, and full of potential and ambitious desires." The child is viewed as being an active constructor of knowledge. Rather than being seen as the target of instruction, children are seen as having the active role of an apprentice. This role also extends to that of a researcher. | ||
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Once a student completes their final exam (''matura regulatori'') at age 16, they are technically finished with compulsory education and are given two options with how to progress with their education: they may elect to enroll in advanced courses in calculus, international economics, Caphirian and international politics, anatomy, modern physics, industrial chemistry, biochemistry, metaphysics, manual work or other languages, or they may choose to continue into voluntary secondary education (agnatumaticus). Both are optional and add an additional two or four years respectively to the compulsory educational experience. | Once a student completes their final exam (''matura regulatori'') at age 16, they are technically finished with compulsory education and are given two options with how to progress with their education: they may elect to enroll in advanced courses in calculus, international economics, Caphirian and international politics, anatomy, modern physics, industrial chemistry, biochemistry, metaphysics, manual work or other languages, or they may choose to continue into voluntary secondary education (agnatumaticus). Both are optional and add an additional two or four years respectively to the compulsory educational experience. | ||
Secondary education is divided into three specialized ''tractum'', or pathways: the ''tractus pacello'' is a mostly theoretical education, with a specialization in a specific field of studies (humanities, science, languages, or art); the ''tractus arbonam'' offers both a wide theoretical education and a specialization in a specific field of studies (e.g.: economy, humanities, administration, law, technology, tourism), often integrated with a three/six months internship in a company, association or university during the last semester. The third pathway is the tractus potentia, which offers a form of secondary education oriented towards practical subjects (engineering, agriculture, gastronomy, technical assistance, handicrafts), and enables the students to start searching for a job as soon as they have completed their studies. This pathway is popular for those who want to continue onto higher education but want to graduate a year earlier than normal. | == Secondary education == | ||
Secondary education is divided into three specialized ''tractum'', or pathways: the ''tractus pacello'' is a mostly theoretical education, with a specialization in a specific field of studies (humanities, science, languages, or art); the ''tractus arbonam'' offers both a wide theoretical education and a specialization in a specific field of studies (e.g.: economy, humanities, administration, law, technology, tourism), often integrated with a three/six months internship in a company, association or university during the last semester. The third pathway is the ''tractus potentia'', which offers a form of secondary education oriented towards practical subjects (engineering, agriculture, gastronomy, technical assistance, handicrafts), and enables the students to start searching for a job as soon as they have completed their studies. This pathway is popular for those who want to continue onto higher education but want to graduate a year earlier than normal. | |||
=== ''Tractus pacello'' === | |||
=== ''Tractus arbonam'' === | |||
=== ''Tractus potentia'' === | |||
== Higher education == | == Higher education == | ||
Higher education is done in academies (''academiae'') or universities (''universales''), whether one wants to receive an Academic Degree and become a Doctor (PhD) or not respectively. While attending core school is compulsory for all citizens, higher education can be avoided in order to take an apprenticeship in manual work. At this level, courses are distinguished into the classical branches of philosophy. Graduating as a doctor in ones field is not only prestigious but beneficial for one's career as well. Modern lawyers, senators, medical doctors, scientists, generals and economists are almost unanimously doctores. There's no distinct school system for medicine or law as these already have academies like other subjects. | Higher education is done in academies (''academiae'') or universities (''universales''), whether one wants to receive an Academic Degree and become a Doctor (PhD) or not respectively. While attending core school is compulsory for all citizens, higher education can be avoided in order to take an apprenticeship in manual work. At this level, courses are distinguished into the classical branches of philosophy. Graduating as a doctor in ones field is not only prestigious but beneficial for one's career as well. Modern lawyers, senators, medical doctors, scientists, generals and economists are almost unanimously doctores. There's no distinct school system for medicine or law as these already have academies like other subjects. | ||
===University Education=== | ===University Education=== | ||
Entry into a ''universalis'' (university) often follows the core level of education - for students who do not want to enter an apprenticeship or are unable to join the academies. Here students can be instructed in courses that are within the classical branches of Caphirian philosophy. The result of 4-5 years in the university system - whose courses are homogeneous across the country - is a Universal Degree. A single degree declares all the fields of knowledge in which the receiver is fluent because of university education. | Entry into a ''universalis'' (university) often follows the core level of education - for students who do not want to enter an apprenticeship or are unable to join the academies. Here students can be instructed in courses that are within the classical branches of Caphirian philosophy. The result of 4-5 years in the university system - whose courses are homogeneous across the country - is a Universal Degree. A single degree declares all the fields of knowledge in which the receiver is fluent because of university education. | ||