ÇAĞDAŞ DÜNYA UYGARLIKLARI - Deneme Sınavı - 6

-  Taiwanese sub-civilization (de facto Chinese civilization with Capitalism)

-  Hong Kong sub-civilization (de facto Chinese civilization with Capitalism)

-  Singaporean civilization (Chinese- Hindu civilization with Capitalism)

Buddhist civilization

-  Korean civilization (with Chinese

influence)

-  Vietnamese civilization (with some

Chinese and French influence)

-  Cambodian civilization (with

Chinese and some French influence)

-  Laotian civilization (with some Chinese and French influence) Tibetan civilization (with some Hindu and Chinese influence

Burman or Myanmar Civilization (with some Chinese and British influence)

Japanese civilization (Buddhism- oriented, with some Chinese and some Western influence since the 19th century)

Consumer electronics (Televisions, Mp3 players, DVD players)

Cars

Semiconductors

Optical equipment

Visual media

Copy machines, and

Robots

To enter a school, every student has to pass the exams. That is compulsory and it reveals the level of knowledge they possess even at such early ages.

Education in elementary and secondary schools is free. The students pay for education in high schools and universities.

Every school has its unique uniform.

To read and write in Japanese, youngsters

have to learn nearly 2500 symbols.

Japanese children should learn to write in three different styles: proper Japanese hieroglyphic symbols, the Japanese version of Chinese hieroglyphic symbols, and Latin symbols.

The major subjects in Japanese schools are Math, Language, Social Science, Craftsmanship, Music and Physical Education.

Additionally, youngsters in Japan study the Healthy Way of Life, IT, Culture, Housekeeping, Haiku, and Calligraphy.

There are no janitors in Japanese schools. As a rule, the pupils themselves clean up in small groups.

Extracurricular activities are widely encouraged. These include the following, at a minimum: sports, culture, arts, and Information Technology – pupils have plenty of room for choice.

Above are the some facts about education in Japan.

First, a singular historical perspective, representing tangible historical records that can stand out as clearer markers of a singular African Civilization, has not been institutionalized.

Second, African Civilization is analyzed by scholars from the point of view of material and structural perspectives. Material and structural ways of articulating civilizations underemphasize the essential roles of historical and cultural traditions.

Third, Africa, over the centuries, was exposed first to slavery, then to colonialism. Both slavery and colonialism are negative interrelationships of humans.

These critical historical evolutions, slavery and colonialism, hindered the sober analysis and articulation of African Civilization.

In the case of Africa, the level of articulation and acknowledgement of African Civilization is weak and less articulated in a sense of pride and confidence.

The interior cities in West Africa, such as Kumbi Salaaeh, Awdaghost, Timbuktu, Tidjikja and Ghadames, served as hub markets from where goods, such as gold, ivory, gums, animal skin, and cotton, were caravanned up North African port.

The phrase “the essence and unity of African Civilization” refers to the broad, but clear-cut patterns unity, oneness, and commonality that the study of African Civilization shows among the African peoples. Looking at African civilization, there is no denying that Africa has a unique civilization. That civilization is the sum of the people of Africa in the east, west, north and south of this great continent.

From the macrocosm of the broad features of African Civilization, it becomes possible to give a generalized unity and pointed articulation of African Civilization. The historical, cultural, sociological and anthropological factors described above, each in their own field of discipline, give benchmarks that describe the totality and unity of African Civilization.