Defining Education
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It might seem that there is some agreement on the question of a definition for the word "education," since we all have some sense that we know what it means and that we share with others in our society that meaning. However, an examination of the literature shows that the issue is not quite that simple and that there is controversy even over the derivation of the word from Latin. How we define education determines what sort of education we provide, what teaching methods we use, and what expectations we bring to the enterprise for both the student and the teacher. There is no doubt that we have high expectations for education as an institution. Education in a democratic society holds a special place for improving social standing, educating the electorate, and providing opportunity to all. Educational level is a powerful indicator of social inequality on several levels. The level of educational attainment achieved by the individual determines to a great degree the type of job that person will be able to get and thus the economic and social level to which they may aspire. In many businesses, continuing education is necessary for advancement and so adds further to stratification in the business world. Social inequality is often measured in terms of educational level as much as it is economic level, and perceived failures in the educational system, such as are noted in the inner cities, are blamed for many social problems based on resulting inequities in employment, social
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ganically rather than to serve as a vessel into which knowledge is poured. Dewey compares progressive education with traditional education and writes,
To imposition from above is opposed expression and cultivation of individuality; to external discipline is opposed free activity; to learning from texts and teachers, learning through experience; to acquisition of isolated skills and techniques by drill, is opposed acquisition of them as means of attaining ends which make direct appeal vital; to preparation for a more or less remote future is opposed making the most of the opportunities of present life; to static aims and materials is opposed acquaintance with a changing world (Dewey, 1938, 19-20).
Many of these principles can be found embodied in the Primary Program of the Ministry of Education for British Columbia. One of the primary goals of education is to produce the educated citizen (Primary Program foundation document, 1993, 10). At the same time, the document emphasizes that children are individuals and are unique:
The Program honors the development of the whole child. it reflects an understanding that children learn through active involvement and play and that children represent their knowledge in a variety of ways.
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Some common words found in the essay are:
Primary Program, Barrow Woods, , British Columbia, Educational Review, primary program, program foundation document, Methuen Bereiter, primary program foundation, foundation document 1993, program foundation, foundation document, document 1993, life experience, social structure, woods 1975, bereiter 1972, barrow woods 1975, barrow woods, dewey 1938, Ministry Education, Human Rights, document 1993 19,
Approximate Word count = 1592
Approximate Pages = 6 (250 words per page)
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