and abilities of the child, an argument harking back to Rousseau, who was the first to recognize that children were not merely small adults. the authors state that it is absurd to develop a definition of education without taking into account the information imparted by child psychology today (110-114).
Barrow and Woods (1975) consider education in terms of how the child is viewed, whether as a vessel to be filled or an organism to be developed. Bereiter (1972) considers education as the function of schooling, and he says that this means the deliberate development of the human personality or the creation of citizens. He notes two other functions of schooling--providing a suitable place for children to be kept, and training in the basic skills of literacy and calculation. Yet he rightly points out that schooling and education are not synonymous, for while education is the purpose of schooling, it may not be the result:
At any rate, we can conclude that if the
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