Medical education

Medical education is education related to the practice of being a medical practitioner, including the initial training to become a physician (i.e., medical school and internship) and additional training thereafter (e.g., residency, fellowship, and continuing medical education).

Medical education and training varies considerably across the world. Various teaching methodologies have been used in medical education, which is an active area of educational research.

Medical education is also the subject-didactic academic field of educating medical doctors at all levels, including entry-level, post-graduate, and continuing medical education. Specific requirements such as entrustable professional activities must be met before moving on in stages of medical education.

Common techniques and evidence base

Medical education applies theories of pedagogy specifically in the context of medical education. Medical education has been a leader in the field of evidence-based education, through the development of evidence syntheses such as the Best Evidence Medical Education collection, formed in 1999, which aimed to "move from opinion-based education to evidence-based education". Common evidence-based techniques include the Objective structured clinical examination (OSCE) to assess clinical skills, and reliable checklist-based assessments to determine the development of soft skills such as professionalism. However, there is a persistence of ineffective instructional methods in medical education, such as the matching of teaching to learning styles and Edgar Dales' "Cone of Learning".

Entry-level education

Entry-level medical education programs are tertiary-level courses undertaken at a medical school. Depending on jurisdiction and university, these may be either undergraduate-entry (most of Europe, Asia, South America and Oceania), or graduate-entry programs (mainly Australia, Philippines and North America). Some jurisdictions and universities provide both undergraduate entry programs and graduate entry programs (Australia, South Korea).

In general, initial training is taken at medical school. Traditionally entry-level medical education is divided between preclinical and clinical studies. The former consists of the basic sciences such as anatomy, physiology, biochemistry, pharmacology, pathology, microbiology. The latter consists of teaching in the various areas of clinical medicine such as internal medicine, pediatrics, obstetrics and gynecology, psychiatry, general practice and surgery. More recently, there have been significant efforts in the United States to integrate health systems science (HSS) as the "third pillar" of medical education, alongside preclinical and clinical studies. HSS is a foundational platform and framework for the study and understanding of how care is delivered, how health professionals work together to deliver that care, and how the health system can improve patient care and health care delivery.

The Liaison Committee on Medical Education (LMCE) is a committee of educational accreditation for schools of medicine leading to an MD in the United States and Canada. In order to maintain accreditation, medical schools are required to ensure that students meet a certain set of standards and competencies, defined by the accreditation committees. The "Function and Structure of a Medical School" article is a yearly published article from the LCME that defines 12 accreditation standards.

The Association of American Medical Colleges (AAMC) has recommended thirteen Entrustable Professional Activities (EPAs) that medical students should be expected to accomplish prior to beginning a residency program. EPAs are based on the integrated core competencies developed over the course of medical school training. Each EPA lists its key feature, associated competencies, and observed behaviors required for completion of that activity. The students progress through levels of understanding and capability, developing with decreasing need for direct supervision. Eventually students should be able to perform each activity independently, only requiring assistance in situations of unique or uncommon complexity.

Indian independence movement

The Indian independence movement was a series of political efforts from the mid-1880s to 1947 that took place in the Indian subcontinent with the aim of ending British colonial rule.

The first nationalistic movement took root when the Indian National Congress (INC) was formed in 1885. Prominent moderate leaders of the INC worked on demands such as greater economic rights for Indians and the right to appear for Indian Civil Service examinations in British India.

The first half of the 20th century saw a progressively radical approach towards self-rule. This began with protests against the Partition of Bengal (1905), which exposed the limits of the moderate leaders' reformist agenda, and evolved into the Non-cooperation Movement (1919–1922), which demanded non-cooperation with colonial authorities. Momentum grew steadily through the Civil Disobedience Movement (1929–1931) that called for active disobedience to the colonial government, and culminated in the Quit India Movement (1942), which categorically demanded the end of British colonial presence in India, ultimately resulted in the transfer of power in 1947.

The stages of the independence struggle in the 1920s were characterised by the leadership of Mahatma Gandhi and Congress's adoption of his policy of non-violence and civil disobedience. Some of the leading followers of Gandhi's ideology were Jawaharlal Nehru, Vallabhbhai Patel, Abdul Ghaffar Khan, and Maulana Azad. Intellectuals such as Rabindranath Tagore, Subramania Bharati, and Bankim Chandra Chattopadhyay spread patriotic awareness. Female leaders such as Sarojini Naidu, Vijaya Lakshmi Pandit, Pritilata Waddedar, and Kasturba Gandhi promoted the emancipation of Indian women and their participation in the freedom struggle.

A few leaders adopted a more violent approach, which grew in popularity following the passage of Rowlatt Act that permitted indefinite detention without trial. The Act sparked protests across India, particularly in the Punjab Province, where these demonstrations were violently suppressed in the Jallianwala Bagh massacre.

The Indian independence movement was in constant ideological evolution. Essentially anti-colonial, it was supplemented by visions of independent economic development alongside a secular, democratic, republican, and civil-libertarian political structure. After the 1930s, the movement took on a strong socialist orientation. It culminated in the Indian Independence Act 1947, which ended Crown suzerainty and partitioned British India into the Dominion of India and the Dominion of Pakistan. On 26 January 1950, the Constitution of India came into effect, establishing the Republic of India, while the partitioned territories evolved into the independent nations of Pakistan and, later, Bangladesh.

Background

The first European to reach India via the Atlantic Ocean was the Portuguese explorer Vasco da Gama, who reached Calicut in 1498 in search of spice. Just over a century later, the Dutch and English established trading outposts on the Indian subcontinent, with the first English trading post set up at Surat in 1613.

Over the next two centuries, the British defeated the Portuguese and Dutch but remained in conflict with the French. The decline of the Mughal Empire in the first half of the eighteenth century allowed the British to establish a foothold in Indian politics. During the Battle of Plassey, the East India Company's Army defeated Siraj ud-Daulah, the Nawab of Bengal, and the company established itself as a major player in Indian affairs. After the Battle of Buxar of 1764, it gained administrative rights over Bengal, Bihar and the Midnapur part of Odisha.

After the defeat of Tipu Sultan, most of southern India came either under the company's direct rule, or under its indirect political control in a subsidiary alliance. The Company subsequently seized control of regions ruled by the Maratha Empire, after defeating them in a series of wars. Much of Punjab was annexed in the year 1849, after the defeat of Sikh armies in the First (1845–46) and Second (1848–49) Anglo-Sikh Wars.

Biography of savitribai Phule

Savitribai Phule (3 January 1831 – 10 March 1897) was an Indian educator, social reformer, and poet, widely regarded as the first Indian female teacher. Along with her husband, Jyotirao Phule, she took a pivotal role in advancing women's rights and education in Maharashtra, leaving a legacy that continues to influence social reform movements across India. She is also considered a front runner of India's feminist movement. She worked to abolish discrimination and the unfair treatment of people based on caste and gender. Savitribai Phule and her husband were trailblazers in women's education in India. In 1848, they established their first school for girls at the residence of Tatyasaheb Bhide, known as Bhide Wada in Pune. By 1851, they had established three girls' schools in Pune, with around 150 students. In total, the couple opened 18 schools. Later, she also co-founded the Satyashodhak Samaj in 1873 and led its women's wing.

In 1848, together with Jyotirao and Sagunabai Kshirsagar, she opened the nation's first girls' school at Bhidewada in Pune on a progressive syllabus of mathematics, science, and social studies, in spite of strong opposition from society.

Savitribai’s career was remarked by her relentless efforts in advancing education for girls and marginalized communities. By 1851, she and Jyotirao managed three girls’ schools in Pune with around 150 students. They opened a total of 18 schools, alongside initiatives such as "Mahila Seva Mandal" in 1851 to promote women's rights and the "Balhatya Pratibandhak Griha", an infanticide prevention center for widows in 1853. Savitribai’s literary contributions include Kavya Phule (1854) and Bavan Kashi Subhodh Ratnakar (1892). She died of bubonic plague in 1897. Today her legacy as the “Mother of Modern Education in India” endures, commemorated through memorials, institutional names, and cultural representations.

Early life

Savitribai Phule was born on 3 January 1831, in the village of Naigaon in Satara District, Maharashtra. She was the youngest daughter of four children born to Laxshmi and Khandoji Nevse Patil, both of whom belonged to the Mali community. Savitribai married Jyotirao Phule, at the age of 9 in 1840, when he was 13 years old.

Education

Savitribai was illiterate at the time of her marriage. She received her education from her husband, Jyotirao Phule, and his mother figure Sagunabai Kshirsagar, who taught her to read and write at home and while working on their farm. Once she completed her primary education with Jyotirao, she continued her studies under the guidance of her mentors, Sakharam Yeshwant Paranjpe and Keshav Shivram Bhavalkar. In 1846–47, she passed the third and fourth-year examinations in an English school, and in the same year, she helped Sagunabai establish a school for marginalized communities in Maharwada. She enrolled herself in two teachers' training programs: the first was at an institution run by an American missionary, Cynthia Farrar, in Ahmednagar, and the second course was at a Normal School in Pune. Savitribai became India's first formally-trained female teacher and headmistress.

Quit India movement

The Quit India Movement was a political campaign launched at the Bombay session of the All India Congress Committee by Mahatma Gandhi on 8 August 1942, during World War II, demanding an end to British rule in India. After Britain failed to secure Indian support for the British war effort with the Cripps Mission, Gandhi made a call to Do or Die in his Quit India speech delivered in Bombay on 8 August 1942 at the Gowalia Tank Maidan. Viceroy Linlithgow described the movement as "by far the most serious rebellion since 1857".

The All India Congress Committee launched a mass protest demanding what Gandhi called "An Orderly British Withdrawal" from India. Even though it was at war, Britain was prepared to act. Almost the entire leadership of the Indian National Congress was imprisoned without trial within hours of Gandhi's speech. Most spent the rest of the war in prison and out of contact with the masses. The British had the support of the Viceroy's Council, of the All India Muslim League, the Hindu Mahasabha, the princely states, the Indian Imperial Police, the British Indian Army, and the Indian Civil Service. Many Indian businessmen profiting from heavy wartime spending did not support the Quit India Movement. The major outside support came from the Americans, as President Franklin D. Roosevelt pressured Prime Minister Winston Churchill to give in to some of the Indian demands.

The movement included anti-British boycotts and rejection of transactions involving the colonial government. Various violent incidents took place around the country against British rule, and the colonial government arrested tens of thousands of leaders, keeping them imprisoned until 1945. Ultimately, the British realised that India was ungovernable in the long run, and the issue for the postwar era became how to exit gracefully and peacefully. The movement ended in 1945 with the release of all jailed nationalists. Prominent independence activists who died during the movement include Mukunda Kakati, Matangini Hazra, Kanaklata Barua, Kushal Konwar, Bhogeswari Phukanani and others. In 1992, the Reserve Bank of India issued a 1 rupee commemorative coin to mark the Golden Jubilee of the Quit India Movement.

World War II and Indian involvement

In 1939, Indian nationalists were angry that British Governor-General of India, Lord Linlithgow, brought India into the war without consultation with them. The Muslim League supported the war, but Congress was divided.

At the outbreak of war, the Congress Party had passed a resolution during the Wardha meeting of the working committee in September 1939, conditionally supporting the fight against the Axis, but were rebuffed when they asked for independence in return:

If the war is to defend the status quo of imperialist possessions and colonies, of vested interest and privilege, then India can have nothing to do with it. If, however, the issue is democracy and world order based on democracy, then India is intensely interested in it... If Great Britain fights for the maintenance and expansion of democracy, then she must necessarily end imperialism in her possessions and establish full democracy in India, and the Indian people have the right to self-determination... A free democratic India will gladly associate herself with other free nations for mutual defence against aggression and for economic co-operation.

Gandhi had not supported this initiative, as he could not reconcile an endorsement for war (he was a committed believer in non-violent resistance, used in the Indian Independence Movement and proposed even against Adolf Hitler, Benito Mussolini, and Hideki Tojo). However, at the height of the Battle of Britain, Gandhi had stated his support for the fight against racism and of the British war effort, stating he did not seek to raise an independent India from the ashes of Britain. However, opinions remained divided. The long-term British policy of limiting investment in India and using the country as a market and source of revenue had left the Indian Army relatively weak and poorly armed and trained and forced the British to become net contributors to India's budget, while taxes were sharply increased and the general level of prices doubled: although many Indian businesses benefited from increased war production, in general business "felt rebuffed by the government" and in particular the refusal of the British Raj to give Indians a greater role in organising and mobilising the economy for wartime production.

History of the Indian Constitution

The Constitution of India is the supreme legal document of India, and the longest written national constitution in the world. The document lays down the framework that demarcates fundamental political code, structure, procedures, powers, and duties of government institutions and sets out fundamental rights, directive principles, and the duties of citizens.

It espouses constitutional supremacy (not parliamentary supremacy found in the United Kingdom, since it was created by a constituent assembly rather than Parliament) and was adopted with a declaration in its preamble. The Indian Constitution does not contain a provision to limit the powers of the parliament to amend the constitution. However, the Supreme Court in Kesavananda Bharati v. State of Kerala held that there were certain features of the Constitution so integral to its functioning and existence that they could never be cut out of the constitution (known as the 'Basic Structure' Doctrine).

The Government of India Act 1935, mainly drafted by Samuel Hoare, provided the basis for the constitution of India. The Constituent Assembly of India adopted the constitution on 26 November 1949 and became effective on 26 January 1950. It became the country's fundamental governing document, and the Dominion of India became the Republic of India. To ensure constitutional autochthony, its framers repealed prior acts of the British parliament, in Article 395. India celebrates its constitution on 26 January as Republic Day.

The constitution declares India a sovereign, socialist, secular, and democratic republic, assures its citizens justice, equality, and liberty, and endeavours to promote fraternity. The original 1950 constitution is preserved in a nitrogen-filled case at the Parliament Library Building in New Delhi.

Background

In 1928, the All Parties Conference convened a committee in Lucknow to prepare the Constitution of India, which was known as the Nehru Report.

With the exception of scattered French and Portuguese exclaves, India was under the British rule from 1858 to 1947. From 1947 to 1950, the same legislation continued to be implemented as India was a dominion of United Kingdom for these three years, as most of the princely states were convinced by Jawaharlal Nehru, Sardar Patel and Louis Mountbatten to sign the articles of integration with India, and the British Government continued to be responsible for the external security of the country. Thus, the constitution of India repealed the Indian Independence Act 1947 and Government of India Act 1935 when it became effective on 26 January 1950. India ceased to be a dominion of the British Crown and became a sovereign, democratic republic with the constitution. Articles 5, 6, 7, 8, 9, 60, 324, 366, 367, 379, 380, 388, 391, 392, 393, and 394 of the constitution came into force on 26 November 1949, and the remaining articles became effective on 26 January 1950 which is celebrated every year in India as Republic Day.

Previous legislation

The Indian constitution was drawn from a number of sources, mainly the Government of India Act 1935 which was significantly drafted by Samuel Hoare. Mindful of India's needs and conditions, its framers borrowed features of previous legislation such as the Government of India Act 1858, the Indian Councils Acts of 1861, 1892 and 1909, the Government of India Acts 1919 and 1935, and the Indian Independence Act 1947. The latter, which led to the creation of Pakistan, divided the former Constituent Assembly in two. Each new assembly had sovereign power to draft and enact a new constitution for the separate states.

Constituent Assembly

The constitution was drafted by the Constituent Assembly, which was elected by elected members of the provincial assemblies. The 389-member assembly (reduced to 299 after the partition of India) took almost three years to draft the constitution holding eleven sessions over a 165-day period.

In the constitution assembly, a member of the drafting committee, T. T. Krishnamachari said:

Mr. President, Sir, I am one of those in the House who have listened to Dr. Ambedkar very carefully. I am aware of the amount of work and enthusiasm that he has brought to bear on the work of drafting this Constitution. At the same time, I do realise that that amount of attention that was necessary for the purpose of drafting a constitution so important to us at this moment has not been given to it by the Drafting Committee. The House is perhaps aware that of the seven members nominated by you, one had resigned from the House and was replaced. One died and was not replaced. One was away in America and his place was not filled up and another person was engaged in State affairs, and there was a void to that extent. One or two people were far away from Delhi and perhaps reasons of health did not permit them to attend. So it happened ultimately that the burden of drafting this constitution fell on Dr. Ambedkar and I have no doubt that we are grateful to him for having achieved this task in a manner which is undoubtedly commendable.

Biography of Prime Minister Indira Gandhi

Indira Priyadarshini Gandhi was an Indian stateswoman who twice served as the Prime Minister of India from 1966 to 1977 and again from 1980 until her assassination in 1984. She was India's first and only female prime minister, and a central figure in Indian politics as the leader of the Indian National Congress (INC). Gandhi also served as chairperson of the Non-Aligned Movement (NAM) from 1983 to 1984, becoming the first Indian to hold the position. She was the daughter of Jawaharlal Nehru, the first prime minister of India, and the mother of Rajiv Gandhi, who succeeded her as prime minister. Her cumulative tenure of 15 years and 350 days, spanning four terms, makes her the second-longest-serving Indian prime minister after her father.

During her father Jawaharlal Nehru's premiership from 1947 to 1964, Gandhi was his hostess and accompanied him on his numerous foreign trips. In 1959, she played a part in the dissolution of the communist-led Kerala state government as then-president of the Indian National Congress, otherwise a ceremonial position to which she was elected earlier that year. Lal Bahadur Shastri, who had succeeded Nehru as prime minister upon his death in 1964, appointed her minister of information and broadcasting in his government; the same year she was elected to the Rajya Sabha, the upper house of the Indian Parliament. After Shastri's death in January 1966, Gandhi defeated her rival, Morarji Desai, in the INC's parliamentary leadership election to become leader and also succeeded Shastri as prime minister. With her premiership of India she became the world's second female prime minister after Sirimavo Bandaranaike. She led the Congress to victory in two subsequent elections, starting with the 1967 general election, in which she was first elected to the lower house of the Indian parliament, the Lok Sabha. In 1971, her party secured its first landslide victory since her father's sweep in 1962, focusing on issues such as poverty.

As prime minister, Gandhi was known for her uncompromising political stances and centralisation of power within the executive branch. In 1967, she headed a military conflict with China in which India repelled Chinese incursions into the Himalayas. In 1971, she went to war with Pakistan in support of the independence movement and war of independence in East Pakistan, which resulted in an Indian victory, the end of the Bangladeshi genocide, and the independence of Bangladesh, as well as an increase in India's influence to the point where it became the sole regional power in South Asia. Another military operation against Pakistan, codenamed Operation Meghdoot, occurred during her tenure in 1984, which led to India expanding the territory it effectively controlled in the disputed Kashmir region.

Gandhi also played a crucial role in initiating India's first successful nuclear weapon test in 1974. Her rule saw India grow closer to the Soviet Union by signing a friendship treaty in 1971 to ward off perceived geopolitical threat as a result of the U.S. warming up to China. India received military, financial, and diplomatic support from the Soviet Union during its conflict with Pakistan in the same year. Though India was at the forefront of the Non-Aligned Movement, Gandhi made it one of the Soviet Union's closest allies in Asia, each often supporting the other in proxy wars and at the United Nations.

Responding to separatist tendencies and a call for revolution, she instituted a state of emergency from 1975 to 1977, during which she ruled by decree and basic civil liberties were suspended. More than 100,000 political opponents, journalists and dissenters were imprisoned. Following the Emergency, the INC lost the 1977 election in the midst of massive anti-incumbency sentiment — the first such loss for the INC in the history of the Republic of India. She even lost her own parliamentary constituency. However, due to her portrayal as a strong leader and the weak governance of the Janata Party, her party won the next election by a landslide and she returned to the premiership.

She faced the Sikh separatist movement throughout her fourth premiership; in response, she ordered Operation Blue Star, which involved military action in the Golden Temple and killed hundreds of Sikhs. On 31 October 1984, she was assassinated by two of her bodyguards, both of whom were Sikh nationalists seeking retribution for the events at the temple.

Gandhi was cremated at the site now known as Shakti Sthal (transl. 'Place of strength'). The site is marked by a large monolithic rock of iron ore commemorating her as the "Iron Lady of India". Gandhi is remembered as one of the most powerful women in the world. Her supporters cite her leadership during victories over geopolitical rivals China and Pakistan, the Green Revolution, a growing economy in the early 1980s, and her anti-poverty campaign that led her to be known as Mother Indira among the country's poor and rural population. Critics note her cult of personality and authoritarian rule of India during the Emergency. In 1999, she was named "Woman of the Millennium" in an online poll organised by the BBC. In 2020, she was named by Time magazine among the 100 women who defined the past century as counterparts to the magazine's previous choices for Man of the Year.

Dr. Bhimrao Ambedkar Biography

Bhimrao Ramji Ambedkar (14 April 1891 – 6 December 1956) was an Indian jurist, economist, social reformer and politician who chaired the committee that drafted the Constitution of India based on the debates of the Constituent Assembly of India and the first draft of Sir Benegal Narsing Rau. Ambedkar served as Law and Justice minister in the first cabinet of Jawaharlal Nehru. He later renounced Hinduism and converted to Buddhism, inspiring the Dalit Buddhist movement.

After graduating from Elphinstone College, University of Bombay, Ambedkar studied economics at Columbia University and the London School of Economics, receiving doctorates in 1927 and 1923, respectively, and was among a handful of Indian students to have done so at either institution in the 1920s. During his time at Columbia University, Ambedkar came under the influence of John Dewey and his philosophy of pragmatism. He also trained in the law at Gray's Inn, London. In his early career, he was an economist, professor, and lawyer. His later life was marked by his political activities; he became involved in campaigning and negotiations for partition, publishing journals, advocating political rights and social freedom for Dalits, and contributing to the establishment of the state of India. In 1956, he converted to Buddhism, initiating mass conversions of Dalits.

In 1990, the Bharat Ratna, India's highest civilian award, was posthumously conferred on Ambedkar. The salutation Jai Bhim (lit. "Hail Bhim") is used by his followers to honour him. He is also referred to by the honorific Babasaheb, meaning "Respected Father".

Early life and education

Ambedkar was born on 14 April 1891 in the town and military cantonment of Mhow (now officially known as Dr Ambedkar Nagar, Madhya Pradesh). He was the 14th and last child of Ramji Maloji Sakpal, an army officer who held the rank of Subedar, and Bhimabai Sakpal, daughter of Laxman Murbadkar. His family was of Marathi background from the town of Ambadawe (Mandangad taluka) in Ratnagiri district of modern-day Maharashtra. Ambedkar's ancestors had long worked for the army of the British East India Company, and his father served in the British Indian Army at the Mhow cantonment.

Ambedkar was born into a Mahar (Dalit) caste, who were treated as untouchables and subjected to socio-economic discrimination. Although they attended school, Ambedkar and other untouchable children were segregated and given little attention or help by teachers. They were not allowed to sit inside the class. When they needed to drink water, someone from a higher caste had to pour that water from a height as they were not allowed to touch either the water or the vessel that contained it. This task was usually performed for the young Ambedkar by the school peon, and if the peon was not available then he had to go without water; he described the situation later in his writings as "No peon, No Water". He was required to sit on a gunny sack which he had to take home with him.

Ramji Sakpal retired in 1894 and the family moved to Satara two years later. Shortly after their move, Ambedkar's mother died. The children were cared for by their paternal aunt and lived in difficult circumstances. Three sons – Balaram, Anandrao and Bhimrao – and two daughters – Manjula and Tulasa – of the Ambedkars survived them. Of his brothers and sisters, only Ambedkar passed his examinations and went to high school. His original surname was Sakpal but his father registered his name as Ambadawekar in school, meaning he comes from his native village 'Ambadawe' in Ratnagiri district. His Marathi Brahmin teacher, Krishnaji Keshav Ambedkar, changed his surname from 'Ambadawekar' to his own surname 'Ambedkar' in school records.

Education

Education is the process of facilitating learning, or the acquisition of knowledge, skills, values, beliefs, and habits. Educational methods include storytelling, discussion, teaching, training, and directed research. Education frequently takes place under the guidance of educators, however learners may also educate themselves. Education can take place in formal or informal settings and any experience that has a formative effect on the way one thinks, feels, or acts may be considered educational. The methodology of teaching is called pedagogy.

Formal education is commonly divided formally into such stages as preschool or kindergarten, primary school, secondary school and then college, university, or apprenticeship.

A right to education has been recognized by some governments and the United Nations.In most regions, education is compulsory up to a certain age.Education began in prehistory, as adults trained the young in the knowledge and skills deemed necessary in their society. In pre-literate societies, this was achieved orally and through imitation. Story-telling passed knowledge, values, and skills from one generation to the next. As cultures began to extend their knowledge beyond skills that could be readily learned through imitation, formal education developed. Schools existed in Egypt at the time of the Middle Kingdom.

Matteo Ricci (left) and Xu Guangqi (right) in the Chinese edition of Euclid's Elements published in 1607

Plato founded the Academy in Athens, the first institution of higher learning in Europe. The city of Alexandria in Egypt, established in 330 BCE, became the successor to Athens as the intellectual cradle of Ancient Greece. There, the great Library of Alexandria was built in the 3rd century BCE. European civilizations suffered a collapse of literacy and organization following the fall of Rome in CE 476.

In China, Confucius (551–479 BCE), of the State of Lu, was the country's most influential ancient philosopher, whose educational outlook continues to influence the societies of China and neighbours like Korea, Japan, and Vietnam. Confucius gathered disciples and searched in vain for a ruler who would adopt his ideals for good governance, but his Analects were written down by followers and have continued to influence education in East Asia into the modern era.