የቆሎ ተማሪ የትምህርት ቤት ሕይወት፡ በፍኖተ ሰላም አካባቢ ማሳያነት

የኔአሳብ የሠራህ

Abstract

The EOTC school system is believed to be originated in the Aksumite Kingdom in the first cen[1]tury with the introduction of Christianity. In the course of the centuries, the school system has grown and changed in many ways. With the expansion of the Kingdom and Christianity to the south and southwest parts of he country, churches and monasteries were founded, which became for centuries important centers of learning. In their present form, the church schools evolved during the “golden age” from the 13th to the 16th centuries when the literature of the Church had reached its peak. The schools have in this period confined their educational activities to glorify[1]ing the products of past centuries and conveying these to the coming generation. However, the researcher shall not discuss here the historical development, but rather the educational activities of these traditional and indigenous schools. Hence, the objective of this study was to explore the unique life experiences of church students and their folkloric routines as well as different educa[1]tional practices by taking Finote Selam area as a case study. Data were collected from both pri[1]mary and secondary sources. The main data collecting methods were ethnographic observations and deep-interviews. The study was conducted based on two months’ ethnographic fieldwork in Finote Selam areas. As observed in the study, yek’olo temariwoch have limited contact with their parents because it was traditionally believed that it could interrupt their daily rehearsal practices if they went back home regularily. As the findings showed, beyond subsistence, begging has a traditionally transmitted belief that the children’s understanding will be escalated if they loss their comfort zone and exposed to harsh situations like begging. Begging here was seen as an activity that instills religious discipline and spiritual development. Their routine lives, as observed in the study, have been full of folkloric beliefs and practices which made students as unique folkgroup.