Tradition and present of pedagogical knowledge of Mongolians

Abstract

Since a long time ago, Mongolians have had a tradition of educating the young and next generations and preparing them for life. Apparently, the tradition has its philosophical foundation, which is traditional knowledge inheritance. 
Examining and utilizing traditional knowledge is significant to preserve environmental sustainability, adapt climate, protect biological diversity, preserve and utilize cultural heritage, create new medical treatment and medicine, reduce risk of natural disasters, which lead to sustainable economic growth. 
Traditional knowledge contains knowledge and methods and technology to use the knowledge. Traditional knowledge develops over a long period of time and is consistent with the local environment and characteristics, culture, and personality of ethnicities in the region, and concerns a sustainable future. 
The ways Mongolians interact with nature and carry out agricultural works are strongly associated with pedagogical knowledge. Present time, it is crucial to utilize experiences and achievement of traditional knowledge to advance science and technologies and solve challenging problems in today’s society. 
Traditional pedagogical knowledge has its principles and both pedagogical and psychological instruments. The instruments are to give oral instructions, assign games and tasks to complete while methods include moralizing, encouraging and blaming but not limited to. Traditional pedagogical activities educate learners to be “human being” and place greater emphasis on holistic development of learners, cultivating their intelligence, emotion and physical development. 
Furthermore, Mongolian traditional pedagogical knowledge and heritage has potential to grow pivotal virtues, skills and competencies in modern world including problem-solving skill, creative thinking, positive attitude towards ecology and morality so on. 
Besides, Mongolian educational philosophy needs to creatively integrate the heritage of traditional pedagogical knowledge, accumulated experiences of the socialist period, and modern trends of educational transformation. 
In addition to the above, it is crucial to consider three common directions, which include ensuring national security, preparing competitive human resources for the global market, and nurturing global Mongolian citizens.