What is Education and its history?

Education is a field of study that is a discipline} concerned with methods of teaching|This article {discusses the history of education| focused on methods of teaching|concerned with the methods used to teach|focused on the teaching methods} and learning in {schools or|school or|schools and|classrooms or} {school-like environments as opposed|schools, as opposed|similar environments, in contrast|school-like settings as opposed} to {various nonformula and informal|informal and nonformula|various informal and nonformula|a variety of informal and nonformula} {means|methods|ways} {of socialization|for socialization|to socialize|that socialize} (e.g.{,|} rural development {projects and|projects , and|initiatives and|programs and} {education through parent-child relationships|the education of children through parent-child relations|learning through parent-child interactions|educational opportunities through parent-child relationships}).

What is Education and its history?

Education {can be|is} {thought of as the transmission|considered as the transfer|described as the transmission|defined as the transmitting} of{ the|} valuesand {accumulated knowledge of|the knowledge that has been accumulated by|accumulation of knowledge in|acquired knowledge of} {a society|the society|an entire society|a community}. In this {sense|way|regard}{, it is equivalent| it’s equivalent| it’s similar| it’s akin} to {what social scientists term|the concept of social science called|what social scientists call|social scientists’ concept of}{ socialization or enculturation| the process of enculturation or socialization|”enculturation” or socialization|”enculturation” or “socialization}. {Children–whether conceived|Children, whether born|Children, no matter if they were born|Children, regardless of whether they are born} {among|in|within|from} New Guinea tribespeople, the Renaissance Florentines{, or| or| or even} the {middle classes of Manhattan–are|Manhattan middle class–are|middle classes of Manhattan — are|middle class of Manhattan} born {without culture|with no culture|without a culture|without any kind of culture}. {Education is designed to guide|Education is intended to aid|The purpose of education is to guide} {them in learning a|children through the process of learning about a|their learning of a particular|them through the process of learning a new} {culture, molding their behaviour|cultural background, shaping their behavior|culture, shaping their behaviour|society, shaping their behavior} {in the ways of adulthood|towards adulthood|to be more mature|as they grow older}{, and directing them toward| and helping them to understand| and guiding them towards| and guiding them toward} {their eventual role in society|their future roles in society|the role they will play in the future|their role in society}. {In the most primitive|For the most primitive|Even in the most basic|When you look at the most primitive} {cultures|of cultures|societies|civilizations}{, there is often little| it is not uncommon to find little| the majority of people do not have| typically, there is no} formal {learning–little of what one|education, and not much of what|learning, which is not what we|learning. There is hardly anything that one} {would ordinarily call school or|might normally call school,|typically refers to as school,|would normally refer to as school,} {classes or teachers|classrooms or instructors|the teachers or classes|schools or even teachers}. Instead, the {entire environment|whole environment|entire world|entire setting} {and all activities are frequently|and all activities are often|and every activity is often|as well as all activities are} {viewed as school and classes|considered to be classes and school|seen as classes or school|thought of as classes and school}{, and many or all| as well as a lot of| and a majority of| in which many} adults {act as|are|serve as|function as} teachers. As {societies grow more complex|society becomes more complex|societies become more complex|societies evolve}{, however, the quantity| but the amount| However, the amount| but, the amount} of knowledge {to|that will} be {passed on|handed down|transmitted|passed down} {from one generation to|between generations to|through generations|across generations} {the next becomes|the next is|the next increases to|another becomes} {more than any one person|greater than anyone|much more than any individual|far more than anyone} {can know, and,|is able to comprehend,|could possibly comprehend, and|will be able to grasp,} {hence, there must evolve|consequently, it is necessary to develop|therefore, we need to create|as such, it’s necessary to find} more {selective and efficient means|efficient and selective methods|effective and efficient methods|precise and effective methods} {of cultural transmission|of transmission of culture|for cultural transmission|of transmitting culture}. {The outcome is formal education–the|The result is formal education, the|This is the result of formal education – the|The result is formalized education: the} school{ and the specialist called| and the expert known as|, and the specialist who is| and the specialist known as} the teacher.

As {society becomes ever more|our society grows more|the world becomes more|the world becomes increasingly} {complex and schools become ever|complicated and schools become|complex , and schools become|complicated, and the schools become} more {institutionalized, educational experience|formalized, the educational experience|formalized, education|institutionalized, learning} {becomes less directly related|is less closely linked|becomes less connected|becomes less relevant} to {daily life|everyday life|the daily routine|our daily lives}{, less a matter of| and less about| as a result of| it becomes less a matter of} {showing and learning in|teaching and learning within|being able to demonstrate and learn in|doing and learning in} the context of {the workaday|our daily|the everyday|the daily} {world, and more abstracted|world, and more detached|world, and further abstracted|life, and becomes more abstract} from {practice, more|the actual world, becoming|actual practice, and more|reality, more} {a matter of|an issue of|about|an exercise in} {distilling|dissecting}{, telling, and learning| the information, telling it, and learning| or telling| teaching, telling, and absorbing} things {out of|outside of|without|in a different} {context|the context}. {This concentration of|The concentration of|This focus on|This emphasis on} {learning in a formal|education in an academic|studying in a structured|the learning process in an organized} {atmosphere|setting|environment|context} {allows children to learn far|lets children learn|will allow children to understand|can allow children to gain} more {of|about} {their culture than|the culture|their cultural background than|its culture and traditions than} they {are able to|can|could} {do by merely observing|learn by simply watching|accomplish by simply watching|just by watching} and {imitating|mimicking}. As {society gradually attaches|the society attaches|society places|society is able to attach} {more and more|increasing|greater|more more} {importance to education, it|significance to learning, the institution|value to the concept of education, it|emphasis on education, it}{ also|} {tries to formulate the overall|attempts to define the general|seeks to establish the general|is trying to determine the ultimate} {objectives, content, organization|goals, the content|objectives, contents|goals, content}{, and strategies of education| and methods of education| and educational strategies| as well as strategies for education}. Literature {becomes laden with advice|is brimming with suggestions|is filled with tips|is now brimming with information} {on the rearing of|regarding the education of|on how to raise|about the development of} {the younger generation|the young generation|younger generations|the next generation}. In {short, there develop|the end, we get|short, they develop|short, it is the time to develop} {philosophies and theories of|theories and philosophies of|theories and theories about|theories and concepts of} education.

{Prehistoric and primitive cultures|Prehistoric and primitive civilizations|Primitive and prehistoric cultures|Ancient and primitive cultures}

This article {discusses the history|focuses on the evolution|examines the past|explores the development} of education{, tracing|, following|, looking at|. It traces} the {evolution of the|development of|evolution of|development of the} formal {teaching of knowledge|education of knowledge|instruction of knowledge|curriculum for learning} {and skills from prehistoric|as well as skills, from the prehistoric|and abilities from early|in the form of skills and knowledge from ancient}{ and|} {ancient times to the|early times until the|old-fashioned times to|past times up to the} {present, and considering|presentand examining|current, while examining|present. It also examines} the {various philosophies|different philosophies|various philosophical theories|various theories} {that have inspired the resulting|that have influenced the development of these|that have influenced the creation of the|which have shaped the current} {systems|education systems|educational systems|system}. Other aspects of {education are treated|education are covered|education are discussed|the field of education are addressed} in {a number of|several|various|a variety of} articles. {For a treatment|For an overview|To discuss the subject|For a discussion} of {education as a discipline,|education as a discipline|education as a field,|the discipline of education,} {including educational organization|which includes educational structure|including the organization of education|such as educational organization}{, teaching methods, and| as well as teaching methods and| techniques for teaching,| including teaching techniques,} the {functions and training|roles and education|duties and qualifications|functions and the training} {of teachers,|for teachers|that teachers perform,|educators,} {see|look up|check out|read} teaching{; pedagogy;| pedagogy, pedagogy,| the pedagogy of teaching| as well as pedagogy} {and teacher education|as well as teacher training|also teacher education|the teacher’s education}. {For a description of education|For a description of the field of education|To understand the concept of education|For a detailed description of education} {in various specialized fields|in various specialties|across a variety of specializations|within various fields of study}, see historiography{; legal education; medical| and legal education; medical| as well as legal| or legal} education; {science,|science;|science; and the|sciences; and} {history|education, and the history|historical background|studies in the history} of. {For an analysis of|For a discussion of the|To understand the nature of} {educational|education} {philosophy,|philosophical theories,|theoretical concepts,|theoretical concepts} {see|look up|check out|go to} education{, philosophy of| philosophy| and philosophy of| the philosophy of}. {For an examination of|For a look at|To examine|For a thorough examination of} {some of the more important|some of the most important|some of the more significant|several of the most significant} {aids in education and the|tools in the field of education and|tools for education and the|aids to education and} {dissemination of knowledge,|diffusion of knowledge,|dissemination of knowledge|diffusion of knowledge} {see|look up|check out|go to} {dictionary; encyclopaedia|the dictionary, encyclopedia|dictionary; encyclopedia}{; library; museum| museum; library| library; museum}{; printing; publishing,| publishing; printing,| printing; publishing;| publishing; printing} {history|the history|and the history|historical background} of. {Some restrictions on educational freedom|Certain restrictions on freedom of education|Certain restrictions on the freedom of education|Certain restrictions to freedom of learning} are {discussed in censorship|addressed in the censorship debate}. {For an analysis of pupil|To analyze pupil|For a detailed analysis of student|For an analysis of the pupil’s} {attributes|characteristics|traits|qualities}, see intelligence{, human;| and human| Human;| human;} learning {theory|theories}{; psychological| and psychological| as well as psychological| Psychological} testing.

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{Education in primitive and early|Early|education in early and primitive|Education in the early} civilized {cultures|societies}

{The term|It is believed that|”Education” or|”It is said that} education {can be applied to|is a term that can be used to describe} primitive {cultures only|cultures|cultures , but only|societies only} {in the sense of|by|as a result of} {enculturation, which is the|the enculturation|cultural enculturation, which is the|an enculturation process, which is the} process of {cultural transmission|transmitting culture}. {A primitive person, whose|A primitive individual, whose|A primitive being, whose|The primitive, who’s} {culture is the totality|culture encompasses the entirety|cultural identity is the whole|culture is the entireity} of his {universe|world}{, has a relatively fixed| is a person with a fairly stable| has a remarkably stable| and has a fixed} {sense of cultural continuity|perception of continuity in culture|notion of continuity of culture|belief in continuity} and {timelessness|infinity}. The {model of life|concept of life|life model|idea of living} is {relatively static and absolute|essentially static and unchanging|static and absolute|extremely static and indefinite}{, and it is transmitted| and is passed on| and passed down| and is transmitted} {from one generation to another|from generation to generation|across generations|through generations} {with little deviation|without a lot of deviation|with minimal deviation|with very little variation}. {As for prehistoric education|In the case of prehistoric education|For prehistoric learning|Regarding prehistoric education}{, it can only be| it is only| the only way to determine it is| this can only be} {inferred from educational practices in|determined from the educational practices of|drawn from the practices of education in|deduced from the education practices of} {surviving primitive cultures|the surviving primitive civilizations|ancient cultures that have survived|living primitive cultures}.

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