Education:
Education can be thought of as the transmission of the values and accumulated knowledge of a society. In this sense, it is equivalent to what social scientists term socialization or enculturation.
Education is designed to guide them in learning a culture, molding their behavior in the ways of adulthood, and directing them toward their eventual role in society.
As societies grow more complex, however, the quantity of knowledge to be passed on from one generation to the next becomes more than any one person can know, and, hence, there must evolve more selective and efficient means of cultural transmission. The outcome is formal education—the school and the specialist called the teacher.
As society becomes ever more complex and schools become ever more institutionalized, educational experience becomes less directly related to daily life, less a matter of showing and learning in the context of the workaday world, and more abstracted from practice, more a matter of distilling, telling, and learning things out of context.
This concentration of learning in a formal atmosphere allows children to learn far more of their culture than they are able to do by merely observing and imitating. As society gradually attaches more and more importance to education, it also tries to formulate the overall objectives, content, organization, and strategies of education. Literature becomes laden with advice on the rearing of the younger generation. In short, there develop philosophies and theories of education.
This article discusses the history of education, tracing the evolution of the formal teaching of knowledge and skills from prehistoric and ancient times to the present, and considering the various philosophies that have inspired the resulting systems.
Education in primitive and early civilized cultures:
The term education can be applied to primitive cultures only in the sense of enculturation, which is the process of cultural transmission. A primitive person, whose culture is the totality of his universe, has a relatively fixed sense of cultural continuity and timelessness.
The model of life is relatively static and absolute, and it is transmitted from one generation to another with little deviation. As for prehistoric education, it can only be inferred from educational practices in surviving primitive cultures.
The purpose of primitive education is thus to guide children to becoming good members of their tribe or band. There is a marked emphasis upon training for citizenship, because primitive people are highly concerned with the growth of individuals as tribal members and the thorough comprehension of their way of life during passage from prepubertal to possibility.
Because of the variety in the countless thousands of primitive cultures, it is difficult to describe any standard and uniform characteristics of prepubertal education.
In contrast to the spontaneous and rather unregulated imitations in prepubertal education, possibility education in some cultures is strictly standardized and regulated. The teaching personnel may consist of fully initiated men, often unknown to the initiate, though they are his relatives in other clans.
The initiation may begin with the initiate being abruptly separated from his familial group and sent to a secluded camp, where he joins other initiates. The purpose of this separation is to deflect the initiate’s deep attachment away from his family and to establish his emotional and social anchorage in the wider web of his culture.
Primitive people in some cultures regard the body of knowledge constituting the initiation curriculum as most essential to their tribal membership. Within this essential curriculum, religious instruction takes the most prominent place.
Education is very important for life and other business or job.
Education is the process of facilitating learning, or the acquisition of knowledge, skills, values, morals, beliefs, habits, and personal development. Educational methods include teaching, training, storytelling, discussion and directed research.
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