Why Education is important?

Education is a discipline focused on methods of teaching and learning in school or schools, as opposed to informal and nonformula methods for socialization (e.g., rural development projects , and the education of children through parent-child relations).

Education

Education is considered as the transfer of the valuesand the knowledge that has been accumulated by the society. In this way it’s equivalent to the concept of social science called the process of enculturation or socialization. Children, whether born in New Guinea tribespeople, the Renaissance Florentines or the Manhattan middle class–are born with no culture. Study is intended to aid children through the process of learning about a cultural background, shaping their behavior towards adulthood and helping them to understand their future roles in society. For the most primitive of cultures it is not uncommon to find little formal education, and not much of what might normally call school, classrooms or instructors. Instead, the whole environment and all activities are often considered to be classes and school as well as a lot of adults are teachers. As society becomes more complex but the amount of knowledge that will be handed down between generations to the next is greater than anyone is able to comprehend, consequently, it is necessary to develop more efficient and selective methods of transmission of culture. The result is formal Study, the school and the expert known as the teacher.

As our society grows more complicated and schools become more formalized, the educational experience is less closely linked to everyday life and less about teaching and learning within the context of our daily world, and more detached from the actual world, becoming an issue of dissecting the information, telling it, and learning things outside of the context. The concentration of in an academic setting lets children learn more about the culture they can learn by simply watching and mimicking. As the society attaches increasing significance to learning, the institution also attempts to define the general goals, the content and methods of Study. Literature is brimming with suggestions regarding the education of the young generation. In the end, we get theories and philosophies of education.

This article focuses on the evolution of , following the development of formal education of knowledge as well as skills, from the prehistoric and early times until the presentand examining the different philosophies that have influenced the development of these systems. Other aspects of education are covered in several articles. For an overview of education as a discipline which includes educational structure as well as teaching methods and the roles and education for teachers look up teaching pedagogy, pedagogy, as well as teacher training. For a description of the field of education in various specialties, see historiography and legal education; medical education; science; education, and the history of. For a discussion of the education philosophical theories, look up education philosophy. For a look at some of the most important tools in the field of education and diffusion of knowledge, look up the dictionary, encyclopedia museum; library publishing; printing, the history of. Certain restrictions on freedom of are addressed in the censorship debate. To analyze pupil characteristics, see intelligence and human learning theories and psychological testing.

Early civilized societies

Prehistoric and primitive civilizations

It is believed that education is a term that can be used to describe primitive cultures by the enculturation process of transmitting culture. A primitive individual, whose culture encompasses the entirety of his world is a person with a fairly stable perception of continuity in culture and infinity. The concept of life is essentially static and unchanging and is passed on from generation to generation without a lot of de. In the case of prehistoric it is only determined from the educational practices of the surviving primitive civilizations.

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