a scripture passage relating to education

Given that the Latin root for the word educate means "to draw out," what might be said to be the purpose of education?ResponsesA to help students understand how people in the past often lied about their historiesto help students understand how people in the past often lied about their historiesB to lead students away from their youthful state of self-indulgence and towards responsibilityto lead students away from their youthful state of self-indulgence and towards responsibilityC to lead students towards greater access to the knowledge that they already have inside of themto lead students towards greater access to the knowledge that they already have inside of themD to reinforce the primal state of ignorance that most students reside within naturally from birth

Read the passage and answer the questions:The founders of the Republic viewed their revolution primarily in political rather than economic or social terms. And they talked about education as essential to the public good—a goal that took precedence over knowledge as occupational training or as a means to self-fulfillment or self-improvement. Over and over again the Revolutionary generation, both liberal and conservative in outlook, asserted its conviction that the welfare of the Republic rested upon an educated citizenry and that schools, especially free public schools, would be the best means of educating the citizenry in civic values and the obligations required of everyone in a democratic republican society. All agreed that the principal ingredients of a civic education were literacy and the inculcation of patriotic and moral virtues, some others adding the study of history and the study of principles of the republican government itself.The founders, as was the case of almost all their successors, were long on exhortation and rhetoric regarding the value of civic education, but they left it to the textbook writers to distill the essence of those values for school children. Texts in American history and government appeared as early as the 1790s. The textbook writers turned out to be very largely of conservative persuasion, more likely Federalist in outlook than Jeffersonian, and almost universally agreed that political virtue must rest upon moral and religious precepts. Since most textbook writers were New Englander, this meant that the texts were infused with Protestant and, above all, Puritan outlooks.In the first half of the Republic, civic education in the schools emphasized the inculcation of civic values and made little attempt to develop participatory political skills. That was a task left to incipient political parties, town meetings, churches and the coffee or ale houses where men gathered for conversation. Additionally as a reading of certain Federalist papers of the period would demonstrate, the press probably did more to disseminate realistic as well as partisan knowledge of government than the schools. The goal of education, however, was to achieve a higher form of unum of the U.S. and on several U.S. coins) for the new Republic. In the middle half of the nineteenth century, the political values taught in the public and private schools did not change substantially from those celebrated in the first fifty years of the Republic. In the textbooks of the day their rosy hues if anything became golden. To the resplendent values of liberty, equality, and a benevolent Christian morality were now added the middle-class virtues-especially of New England-of hard work, honesty and integrity, the rewards of individual effort, and obedience to parents and legitimate authority. But of all the political values taught in school, patriotism was preeminent; and whenever teachers explained to school children why they should love their country above all else, the idea of liberty assumed pride of place.QUESTION 03bookmark_borderSelect the correct answerThe passage deals primarily with theradio_button_uncheckedcontent of early textbooks on American history and governmentradio_button_uncheckedrole of education in late eighteenth-and early to mid-nineteenth-century Americaradio_button_uncheckedinfluence of New England Puritanism on early American valuesradio_button_uncheckedorigin and development of the Protestant work ethic in modern Americaradio_button_uncheckedestablishment of universal free public education in America

Which of the following was a concerning figure mentioned in The State of Global Education Update regarding education in Sub-Saharan Africa?

Read the passage given below.During our growing up years we as children were taught - both at home and school - toworship the photo and idols of the Gods of our respective religions. When we grew a littleolder, we were to read holy books like the Bhagwad Gita, Bible and Quran; we were told thatthere are a lot of life lessons to be learnt from these holy books. We were then introduced tostories from our mythologies which taught us about ethics and morality- what is good andwhat is bad. I also learnt to be respectful towards my parents who made my life comfortablewith their hard work and love and care, and my teachers who guided me to become a goodstudent and a responsible citizen. Much later in life, I realised that though we learn muchfrom our respective holy books, there is a lot to learn from our surroundings. This realizationdawned upon me when I learnt to enquire and explore. Everything around us- the sun, themoon, the stars, rain, rivers, stones, rocks, birds, plants and animals teach us many valuablelife lessons. No wonder that besides the scriptures, in many cultures nature is alsoworshipped. The message that we get is to save our environment and maintain ecologicalbalance. People are taught to live in harmony with nature and recognize that there is God inall aspects of nature. Nature is a great teacher. A river never stops flowing. If it finds anobstacle in its way in the form of a heavy rock, the river water fights to remove it from itspath or finds an alternative path to move ahead. This teaches us to be progressive in life, andkeep the fighting spirit alive. Snakes are worshipped as they eat insects in the field that canhurt our crops, thus protecting the grains for us. In fact, whatever we worship is our helperand makes our lives easy for us. There are many such examples in nature, but we are notready to learn a lesson. Overcome with greed, we are destroying nature. As a result, we facenatural disasters like droughts, floods and landslides. We don’t know that nature is angry withus. However, it is never too late to learn. If we learn to respect nature, the quality of our lifewill improve.On the basis of your understanding of the passage, answer the following questions.(1X10=10)i) We are told to worship photos and idols of Gods during our _________.a. Childhoodb. Adulthoodc. growing up yearsd. none of theseii) Parents should be worshiped because __________a. they gave us Holy books to readb. they taught us what is good and what is badc. they work hard to make our lives easierd. they have read many mythical storiesiii) One can learn life lessons from _________1. Mythology 2. Reading Holy books3. Nature 4. Worshiping photos and idols of Goda. 1,2,4b. 1,3,4c. 1,2,3d. 2,3,4iv) The natural disaster that has not been talked about in the passage is:a. Droughtb. Earthquakec. Floodd. Landslidev) A river teaches us to be ___________a. Stubbornb. Obstinatec. Progressived. Docilevi) Snakes are worshipped because they protect ____________a. Crops from animalsb. Crops from insectsc. Us from rodentsd. Us from insectsvii) According to the passage, the reason for not a worshiping nature is ___________a. Angerb. Ethicsc. Harmonyd. Greedviii) The most suitable meaning of the word “guided” is __________a. Answeredb. Directedc. Foughtd. Polishedix) The word which means the same as “explore” is ___________a. Searchb. Frequentc. Described. Requestx) The word which is synonym of “valuable” is _________a. Properb. Desirablec. Availabled. Useful

28.  The following are relevance of Epistemology to Education, EXCEPT? *Helps in the development of creative mind which is able to imagine the future, and bring the non-existence into existence.Helps in identification of educational content, objectives, methodology, and evaluationIt helps to develop a mind that goes beyond fanaticism and appreciates reason in the face of religionHelp in deciding the value or relevance of the education