essay for education
TRANSCRIPT
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Education in its general sense is a form oflearning in
which the knowledge, skills, and habits of a group of
people are transferred from one generation to the next
through teaching, training, or research. Education
frequently takes place under the guidance of others, but
may also be autodidactic.[1] Anyexperience that has a
formative effect on the way one thinks, feels, or acts may
be considered educational.
A right to education has been recognized by somegovernments. At the global level, the United
Nations' International Covenant on Economic, Social and
Cultural Rights of 1966 guarantees this right under Article
13.
the word "education" is derived from the
Latinducti("A breeding, a bringing up, a rearing")
fromdc ("I educate, I train") which is related to
the homonym dc("I lead forth, I take out; I raise up, I
erect")
ETYMOLOGICAL MEANING OF EDUCATION
Etymologically, the word Education has been derived
from different Latin words.
http://en.wikipedia.org/wiki/Learninghttp://en.wikipedia.org/wiki/Knowledgehttp://en.wikipedia.org/wiki/Skillshttp://en.wikipedia.org/wiki/Habit_(psychology)http://en.wikipedia.org/wiki/Autodidacticismhttp://en.wikipedia.org/wiki/Education#cite_note-1http://en.wikipedia.org/wiki/Experiencehttp://en.wikipedia.org/wiki/Right_to_educationhttp://en.wikipedia.org/wiki/United_Nationshttp://en.wikipedia.org/wiki/United_Nationshttp://en.wikipedia.org/wiki/International_Covenant_on_Economic,_Social_and_Cultural_Rightshttp://en.wikipedia.org/wiki/International_Covenant_on_Economic,_Social_and_Cultural_Rightshttp://en.wiktionary.org/wiki/en:educatio#Latinhttp://en.wiktionary.org/wiki/en:educatio#Latinhttp://en.wiktionary.org/wiki/en:educatio#Latinhttp://en.wiktionary.org/wiki/en:educo#Latinhttp://en.wiktionary.org/wiki/en:educo#Latinhttp://en.wikipedia.org/wiki/Homonymhttp://en.wiktionary.org/wiki/en:educo#Latinhttp://en.wiktionary.org/wiki/en:educo#Latinhttp://en.wikipedia.org/wiki/Etymologicallyhttp://en.wikipedia.org/wiki/Etymologicallyhttp://en.wikipedia.org/wiki/Etymologicallyhttp://en.wiktionary.org/wiki/en:educo#Latinhttp://en.wikipedia.org/wiki/Homonymhttp://en.wiktionary.org/wiki/en:educo#Latinhttp://en.wiktionary.org/wiki/en:educatio#Latinhttp://en.wikipedia.org/wiki/International_Covenant_on_Economic,_Social_and_Cultural_Rightshttp://en.wikipedia.org/wiki/International_Covenant_on_Economic,_Social_and_Cultural_Rightshttp://en.wikipedia.org/wiki/United_Nationshttp://en.wikipedia.org/wiki/United_Nationshttp://en.wikipedia.org/wiki/Right_to_educationhttp://en.wikipedia.org/wiki/Experiencehttp://en.wikipedia.org/wiki/Education#cite_note-1http://en.wikipedia.org/wiki/Autodidacticismhttp://en.wikipedia.org/wiki/Habit_(psychology)http://en.wikipedia.org/wiki/Skillshttp://en.wikipedia.org/wiki/Knowledgehttp://en.wikipedia.org/wiki/Learning -
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a) educare which means to bring out orto nourish.
b) educere which means to lead out orto draw out.
c) educatum which means act of teaching or
training.
d) educatuswhich meansto bring up, rear, educate.
e) ducti which meansa breeding, a bringing up, a
rearing.
The Greek word pedagogy is sometimes used for
education.
Different educationists thoughts from both Eastern and
Western side have explained the term education
according to the need of the hour. Various educationists
have given their views on education. Some importantdefinitions are:
1. Mahatma GandhiBy education I mean an all-
round drawing out of the best in manbody, mind and
spirit.
Aristotle -Education is the creation of sound mind in asound body.
6. Rousseau -Education is the childs development from
within.
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7. Herbert Spencer- Education is complete living.
8. PlatoEducation is the capacity to feel pleasure and
pain at the right moment.
John Locke said, Plants are developed by cultivation and
men by education. This world would have been
enveloped in intellectual darkness if it had not been
illuminated by the light of education. It is right to say that
the story of civilization is the story of education. Thus,
education is an integral part of human life. It is the basic
condition for a development of a whole man and vital
instrument For accelerating the wellbeing and prosperity
by the light of education.
NATURE OF EDUCATION
As is the meaning of education, so is its nature. It is very
complex. Let us now discuss the nature of education:
1. Education is a life-long process- Education is a
continuous and lifelong process. It starts from the womb
of the mother and continues till death. It is the process of
development from infancy to maturity. It includes theeffect of everything which influences human personality.
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2. Education is a systematic process- It refers to transact
its activities through a systematic institution and
regulation.
3. Education is development of individual and the society-
It is called a force for social development, which brings
improvement in every aspect in the society.
4. Education is modification of behaviour- Human
behaviour is modified and improved through educational
process.
5. Education is purposive: every individual has some goal
in his life. Education contributes in attainment of that
goal. There is a definite purpose underlined all
educational activities.
6. Education is a training- Human senses, mind,
behaviour, activities; skills are trained in a constructive
and socially desirable way.
7. Education is instruction and direction- It directs and
instructs an individual to fulfill his desires and needs for
exaltation of his whole personality.
8. Education is life- Life without education is meaningless
and like the life of a beast. Every aspect and incident
needs education for its sound development.
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9. Education is continuous reconstruction of our
experiences- As per the definition of John Dewey
education reconstructs and remodels our experiences
towards socially desirable way.
10. Education helps in individual adjustment: a man is a
social being. If he is not able to adjust himself in different
aspects of life his personality cant remain balanced.
Through the medium of education he learns to adjust
himself with the friends, class fellows, parents, relations,neighbours and teachers etc.
11. Education is balanced development: Education is
concerned with the development of all faculties of the
child. it performs the functions of the physical, mental,
aesthetic, moral, economic, spiritual development of theindividual so that the individual may get rid of his animal
instincts by sublimating the same so that he becomes a
civilized person.
12. Education is a dynamic process: Education is not a
static but a dynamic process which develops the child
according to changing situations and times. It always
induces the individual towards progress. It reconstructs
the society according to the changing needs of the time
and place of the society.
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13. Education is a bipolar process: According to Adams,
education is a bipolar process in which one personality
acts on another to modify the development of other
person. The process is not only conscious but deliberate.
14. Education is a three dimensional process: John Dewey
has rightly remarked, All educations proceeds by
participation of the individual in the social consciousness
of the race. Thus it is the society which will determine
the aims, contents and methods of teachings. In this waythe process of education consists of 3 polesthe teacher,
the child and the society.
15. Education as growth:The end of growth is more
growth and the end of education is more education.
According to John Dewey, an individual is a changingand growing personality. The purpose of education is to
facilitate the process of his/her growth.
Therefore, the role of education is countless for a perfect
society and man. It is necessary for every society and
nation to bring holistic happiness and prosperity to its
individuals.
AIMS OF EDUCATION
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Aims give direction to activities. Aims of education are
formulated keeping in view the needs of situation. Human
nature is multisided with multiple needs, which are
related to life. Educational aims are correlated to ideals of
life.
The goal of education should be the full flowering of the
human on this earth. According to a UNESCO study, the
physical, intellectual, emotional and ethical integration of
the individual into a complete man/woman is thefundamental aim of education.
The goal of education is also to form children into human
persons committed to work for the creation of human
communities of love, fellowship, freedom, justice and
harmony. Students are to be moulded only by makingthem experience the significance of these values in the
school itself. Teachers could achieve this only by the
lived example of their lives manifested in hundreds of
small and big transactions with students in word and deed.
Individual and Social Aims:
Individual aims and social aims are the most important
aims of education. They are opposed to each other
individual aims gives importance for the development of
the individuality. Social aim gives importance to the
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development of society through individual not fulfilling
his desire. But it will be seen that development of
individuality assumes meaning only in a social
environment.
Individual AimsSir Percy Nunn observes, Nothing
goods enters into the human world except in and through
the free activities of individual men and women and that
educational practice must be shaped the individual.
Education should give scope to develop the inbornpotentialities through maximum freedom.
Because:
(1) Biologists believe that every individual is different
from others. Every child is a new and unique product and
a new experiment with life. Thompson says, Education isfor the individual. Individual should be the centre of all
educational efforts and activities.
(2) Naturalists believe that central aim of education is the
autonomous development of the individual. Rousseau
said, Everything is good as it comes from the hands of
the Author of Nature, but everything degenerates in the
hands of man. God makes all things good, man meddles
with them and they become evil. God creates everything
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good man makes it evil. So individual should be given
maximum freedom for its own development.
(3) Psychologists believe that education is an individualprocess because of individual differences. No two
individuals are alike. So education should be according to
the interest of the individual.
Criticism of Individual Aim:
Individual aim is not desirable because man is a socialanimal. Societys interest should be protected.
(1) Individual aim makes individual selfish.
(2) Maximum freedom may go against the society.
(3) Individuality cannot develop from a vacuum; it
develops in a social atmosphere.
(4) Unless society develops, individual cannot develop.
(5) Who will recognize society- where individual is
selfish?
Social Aim:
The supporters believe that society or state is supreme or
real. The individual is only a means. The progress of the
society is the aim of education. Education is for the
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society and of the society. The function of education is for
the welfare of the state. The state will make the individual
as it desires. It prepares the individual to play different
roles in society. Individuality has no value, and
personality is meaningless apart from society. If society
will develop individual will develop automatically. Here
society plays an important role.
Criticism of Social Aim:
(1) It makes individual only a tool of government.
(2) It reduces individual to a mere non-entity.
(3) Society ignores the legitimate needs, desires and
interests of the individual.
(4) It is against the development of individuality of theindividual.
Synthesis between individual and social aims of
education:
Individual aim and social aim of education go
independently. Both are opposing to each other. It is notin reality. Neither the individual nor the society can exist.
The individual is the product of the society while society
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finds its advancement in the development of its individual
member.
Individual cannot develop in vacuum. According to JohnAdams, Individuality requires a social medium to grow.
And T.P. Nunn says, Individuality develops in social
environment.
Conclusion: According to James Ross, The aim of
education is the development of valuable personality and
spiritual individuality. The true aim of education cannot
be other than the highest development of the individual as
a member of society. Let education burn the individual
flame, feeding it with the oil o
Education is a systematic process through which a child
or an adult acquires knowledge, experience, skill and
sound attitude. It makes an individual civilized, refined,
cultured and educated.
Education has been described as a process of waking up
to life:
Waking up to life and its mysteries, its solvable
problems and the ways to solve the problems and
celebrate the mysteries of life.
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Waking up to the inter-dependencies of all things, to the
threat to our global village, to the power within the human
race to create alternatives, to the obstacles entrenched in
economic, social and political structures that prevent our
waking up.
- Education in the broadest sense of the term is meant to
aid the human being in his/her pursuit of wholeness.
Wholeness implies the harmonious development of all the
potentialities God has given to a human person.
- True education is the harmonious development of the
physical, mental, moral (spiritual), and social faculties,
the four dimensions of life, for a life of dedicated service.
As an individual in the society, he has to think critically
about various issues in life and take decisions about thembeing free from bias and prejudices, superstitions and
blind beliefs. Thus, he has to learn all these qualities of
head, hand and heart through the process of education.
Concepts of Education as defined by Western
philosophers.
1. Socrates: "Education means the bringing out of the
ideas of universal validity which are latent in the mind of
every man".
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2. Plato: "Education is the capacity to feel pleasure and
pain at the right moment. It develops in the body and in
the soul of the pupil all the beauty and all the perfection
which he is capable of."
3. Aristotle: "Education is the creation of a sound mind in
a sound body. It develops man's faculty, especially his
mind so that he may be able to enjoy the contemplation of
supreme truth, goodness and beauty of which perfect
happiness essentially consists.
4. Rousseau: "Education of man commences at his birth;
before he can speak, before he can understand he is
already instructed. Experience is the forerunner of the
perfect".
5. Herbert Spencer: "Education is complete living".
6. Heinrich Pestalozzi: "Education is natural harmonious
and progressive development of man's innate powers".
7. Friedrich Willian Froebel: "Education is unfoldment of
what is already enfolded in the germ. It is the process
through which the child makes internal external".
Education is thus a process of self-expression. An
individual expresses himself through education. These
innate powers and potentialities are developed and drawn
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out through education. It is a means of adjustment of an
individual with the society. It is a process by which he is
brought into proper relationship with the ideas and Meals,
customs and traditions of the society.
The child is weak, helpless and ignorant at birth. But he
gradually grows and develops. He acquires knowledge
and skills. He realizes thoughts into actions and satisfies
his needs. He changes his behavior according to his
environment. Such changes, growth and development ofthe individual are his education This is the result of his
learning and maturation.
Learning is living. Learning is the modification of
behavior. Thus education is the process by which the
knowledge, character and behavior of an individual areformed and modified. One's conduct and behavior are
changed and refined according to the desired standard of
the society. This is the result of education.
It was born with the birth of the human race and shall
continue to function as long as the human race lives. The
importance of education may be summed up as under.
Highlights
1. An essential human virtue.
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2. A necessity for society.
3. Important for integration of separate entities.
4. Gives significance of life.
5. Educated men are .superior. Aristotle
6. Sign of freedom. Epictetus
7. A controlling grace. Diogenes
8. Basis of good life.
1. An essential human virtue
Education is an essential human virtue. Man becomes
'man' through education. He is what education makes him.
It has been rightly said that without education, man is a
splendid slave, reasoning savage.
2. A necessity for society
Education is necessary for society. Education fashions
and models man for society. Man cannot be conceived
merely in terms of his biological existence. Education
brings into focus the social aspect of man. Educationsignifies man's supreme position in society.
3. Important for the integration of separate entities
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An individual is made up of different entities. Education
brings about the integration of these separate entities.
4. Gives significance of life
Education teaches what man lives and struggles for. It
cultivates an integrated life. By so doing, it gives
significance of life.
5. Educated men are superior
Education is a sign of superiority. Aristotle wrote,"Educated men are as much superior to uneducated as the
living are to the dead."
6. Sign of freedom
Education is a sign of freedom. Epictetus had declared,
"Only the educated are free."
7. A controlling grace
Diogenes felt that "Education is a controlling grace to the
young, consolation to the old wealth to the poor and
ornament to the rich."
8. Basis of good life
Education is an essential basis of good life. A man
becomes a human being in the real sense when he is
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transformed from primarily an animal being into a human
being.
In short, education is an essential concomitant of allhuman societies. "What sculpture is to a block of marble,
education is to the soul", says Addison.
Type of education
There are three forms of learning defined by the
Organisation for Economic Co-operation and
Development (OECD): formal education, informal
education and non-formal education
Systems of schooling involve institutionalized teachingand learning in relation to a curriculum, which itself is
established according to a predetermined purpose of the
schools in the system.
PURPOSE OF SCHOOLS
Individual purposes for pursuing education can vary. Theunderstanding of the goals and means of educational
socialization processes may also differ according to the
sociological paradigm used.
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In the early years of schooling, the focus is generally
around developing basic Interpersonal communication
and literacy skills in order to further ability to learn more
complex skills and subjects. After acquiring these basic
abilities, education is commonly focused towards
individuals gaining necessary knowledge and skills to
improve ability to create value and a livelihood for
themselves.[59] Satisfying personal curiosities (Education
for the sake of itself) and desire for personal development,to "better oneself" without career based reasons for doing
so are also common reasons why people pursue education
and use schools.[60]
Education is often understood to be a means of
overcoming handicaps, achieving greater equality and
acquiring wealth and status for all (Sargent 1994).
Learners can also be motivated by their interest in the
subject area or specific skill they are trying to learn.
Learner-responsibility education models are driven by the
interest of the learner in the topic to be studied.[43]
Education is often perceived as a place where childrencan develop according to their unique needs and
potentialities[61] with the purpose of developing every
individual to their full potential.
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DEVELOPING COUNTRIES
Development goals and issues[edit]
Universal Primary Education is one of the eight
international Millennium Development Goals, towards
which progress has been made in the past decade, though
barriers still remain.[63]
Securing charitable funding from prospective donors is
one particularly persistent problem. Researchers at theOverseas Development Institute have indicated that the
main obstacles to receiving more funding for education
include conflicting donor priorities, an immature aid
architecture, and a lack of evidence and advocacy for the
issue.
Additionally, Transparency International has identified
corruption in the education sector as a major stumbling
block to achieving Universal Primary Education in Africa.
Furthermore, demand in the developing world for
improved educational access is not as high as foreigners
have expected. Indigenous governments are reluctant totake on the recurrent costs involved. There is economic
pressure from those parents who prefer their children to
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earn money in the short term rather than work towards the
long-term benefits of education.
Russia has more academic graduates than any othercountry in Europe
A study conducted by the UNESCO International Institute
for Educational Planning indicates that stronger capacities
in educational planning and management may have an
important spill-over effect on the system as a whole.
Sustainable capacity development requires complex
interventions at the institutional, organizational and
individual levels that could be based on some
foundational principles:
national leadership and ownership should be the
touchstone of any intervention;
strategies must be context relevant and context
specific;[clarification needed]
they should embrace an integrated set of complementary
interventions, though implementation may need to
proceed in steps;[clarification needed]
partners should commit to a long-term investment in
capacity development, while working towards some
short-term achievements;
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outside intervention should be conditional on an impact
assessment of national capacities at various levels.
Removal of a certain percentage of students forimprovisation of academics (usually practiced in schools,
after 10th grade)
PRIVATE SCHOOLS VS PUBLIC SCHOOLS IN
DEVELOPING COUNTRIES
Research into low cost private schools found that over 5years to July 2013, debate around low-cost private
schools to achieving Education for All (EFA) objectives
was polarised and finding growing coverage in
international policy.[66] The polarisation was due to
disputes around whether the schools are affordable for the
poor, reaching disadvantaged groups, provide qualityeducation, supporting or undermining equality, and are
financially sustainable. The report examined the main
challenges that development organisations which support
LCPSs have encountered. Surveys suggest these types of
schools are expanding across Africa and Asia and is
attributed to excess demand. These surveys also found
concern for:
Equity, widely found in the literature, as the growth in
low-cost private schooling may be exacerbating or
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perpetuating already existing inequalities in developing
countries, between urban and rural populations, lower-
and higher-income families, and between girls and boys
The report says findings are that LCPSs see evidence girls
are underrepresented and that they are reaching some low-
income families, often in small numbers compared with
higher-income families.
Quality of provision and educational outcomes, you
cannot generalise about the quality of private schools,while most achieve better results than government
counterparts, even after their social background is taken
into account, some studies find the opposite. Quality in
terms of levels of teacher absence, teaching activity and
pupil to teacher ratios in some countries are better in
LCPSs than in government schools.
Choice and affordability for the poor: parents can choose
private schools because of perceptions of better-quality
teaching and facilities, and an English language
instruction preference. Nevertheless, the concept of
choice does not apply in all contexts, or to all groups insociety, partly because of limited affordability (which
excludes most of the poorest) and other forms of
exclusion, related to caste or social status.
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Cost-effectiveness and financial sustainability: Evidence
is that private schools operate at low cost by keeping
teacher salaries low, but their financial situation may be
precarious where they are reliant on fees from low-
income households.
Addressing regulatory ineffectiveness is a key challenge.
Emerging approaches stress the importance of
understanding the political economy of the market for
LCPSs, specifically how relationships of power andaccountability between users, government and private
providers can produce better education outcomes for the
poor.
Education and technology in developing countries[edit]
The OLPC laptop being introduced to children in Haiti
Technology plays an increasingly significant role in
improving access to education for people living in
impoverished areas and developing countries. There are
charities dedicated to providing infrastructures through
which the disadvantaged may access educational
materials, for example, the One Laptop per Child project.
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In Africa, the New Partnership for Africa's Development
(NEPAD) has launched an "e-school program" to provide
all 600,000 primary and high schools with computer
equipment, learning materials and internet access within
10 years.[67] An International Development Agency
project called nabuur.com,[68] started with the support of
former American President Bill Clinton, uses the Internet
to allow co-operation by individuals on issues of social
development.India is developing technologies that will bypass land-
based telephone and Internet infrastructure to deliver
distance learning directly to its students. In 2004, the
Indian Space Research Organization launched EDUSAT,
a communications satellite providing access to
educational materials that can reach more of the country's
population at a greatly reduced cost.[69]
INTERNATIONALIZATION (GLOBALIZATION
AND EDUCATION
Education is becoming increasingly international. The
most represented case is the spread ofmass schooling.
Mass schooling has implanted the fundamental concepts
that everyone has a right to be educated regardless of
his/her cultural background and gender differences.
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The system has also promoted the global rules and norms
of how the school should operate and what is education.
that schools share also enable the exchange among
students at all levels which are also playing an
increasingly important role in globalization process.
In Europe, for example, the Socrates-Erasmus Program
stimulates exchanges across European universities. Also,
the Soros Foundation provides many opportunities for
students from central Asia and eastern Europe. The globalcampus online, led by American universities, allows free
access to class materials and lecture files recorded during
the actual classes. This facilitates the globalization of
education.