Education

From Wikipedia, the free encyclopedia
For other uses, see Education (disambiguation).

Lecture at the Faculty of Biomedical Engineering, CTU, in Prague

School children sitting in the shade of an orchard in Bamozai, near Gardez, Paktya Province, Afghanistan

Student participants in the FIRST Robotics Competition, Washington, D.C.
Education in its general sense is a form of learning 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] Any experience that has a formative effect on the way one thinks, feels, or acts may be considered educational. Education is commonly divided into stages such as preschool, primary school, secondary school and then college, university or apprenticeship.
A right to education has been recognized by some governments. At the global level, Article 13 of the United Nations' 1966 International Covenant on Economic, Social and Cultural Rights recognizes the right of everyone to an education.[2] Although education is compulsory in most places up to a certain age, attendance at school often isn't, and a minority of parents choose home-schooling, e-learning or similar for their children.

Etymology

Etymologically, the word "education" is derived from the Latin ēducātiō ("A breeding, a bringing up, a rearing") from ēdūcō ("I educate, I train") which is related to the homonym ēdūcō ("I lead forth, I take out; I raise up, I erect") from ē- ("from, out of") and dūcō ("I lead, I conduct").[3]
Education can take place in formal or informal educational settings.

History

Main article: History of education

Nalanda, ancient center for higher learning

Plato's academy, mosaic from Pompeii
Education began in the earliest prehistory, as adults trained the young of their society in the knowledge and skills they would need to master and eventually pass on. In pre-literate societies this was achieved orally and through imitation. Story-telling continued from one generation to the next. As cultures began to extend their knowledge beyond skills that could be readily learned through imitation, formal education developed. Schools existed in Egypt at the time of the Middle Kingdom.[4]

A depiction of the University of Bologna, Italy, founded in 1088

Matteo Ricci (left) and Xu Guangqi (right) in the Chinese edition of Euclid's Elements published in 1607
Plato founded the Academy in Athens, the first institution of higher learning in Europe.[5] The city of Alexandria in Egypt, founded in 330 BCE, became the successor to Athens as the intellectual cradle of Ancient Greece. There mathematician Euclid and anatomist Herophilus; constructed the great Library of Alexandria and translated the Hebrew Bible into Greek. European civilizations suffered a collapse of literacy and organization following the fall of Rome in AD 476.[6]
In China, Confucius (551-479 BCE), of the State of Lu, was China's most influential ancient philosopher, whose educational outlook continues to influence the societies of China and neighbours like Korea, Japan and Vietnam. He gathered disciples and searched in vain for a ruler who would adopt his ideals for good governance, but his Analects were written down by followers and have continued to influence education in East Asia into the modern era.[citation needed]
After the Fall of Rome, the Catholic Church became the sole preserver of literate scholarship in Western Europe. The church established cathedral schools in the Early Middle Ages as centers of advanced education. Some of these ultimately evolved into medieval universities and forebears of many of Europe's modern universities.[6] During the High Middle Ages, Chartres Cathedral operated the famous and influential Chartres Cathedral School. The medieval universities of Western Christendom were well-integrated across all of Western Europe, encouraged freedom of enquiry and produced a great variety of fine scholars and natural philosophers, including Thomas Aquinas of the University of Naples, Robert Grosseteste of the University of Oxford, an early expositor of a systematic method of scientific experimentation;[7] and Saint Albert the Great, a pioneer of biological field research.[8] The University of Bologne is considered the oldest continually operating university.
Elsewhere during the Middle Ages, Islamic science and mathematics flourished under the Islamic caliphate established across the Middle East, extending from the Iberian Peninsula in the west to the Indus in the east and to the Almoravid Dynasty and Mali Empire in the south.
The Renaissance in Europe ushered in a new age of scientific and intellectual inquiry and appreciation of ancient Greek and Roman civilizations. Around 1450, Johannes Gutenberg developed a printing press, which allowed works of literature to spread more quickly. The European Age of Empires saw European ideas of education in philosophy, religion, arts and sciences spread out across the globe. Missionaries and scholars also brought back new ideas from other civilisations — as with the Jesuit China missions who played a significant role in the transmission of knowledge, science, and culture between China and Europe, translating works from Europe like Euclid's Elements for Chinese scholars and the thoughts of Confucius for European audiences. The Enlightenment saw the emergence of a more secular educational outlook in Europe.
In most countries today, education is compulsory for all children up to a certain age. Due to this the proliferation of compulsory education, combined with population growth, UNESCO has calculated that in the next 30 years more people will receive formal education than in all of human history thus far.[9]

Formal education

Systems of schooling involve institutionalized teaching and learning in relation to a curriculum, which itself is established according to a predetermined purpose of the schools in the system. School systems are sometimes also based on religions, giving them different curricula.

Preschool


Young children in a kindergarten in Japan
Main article: Early childhood education
Preschools provide education up to the age of between 4 and 8 when children enter primary education. Also known as nursery schools and as kindergarten, except in the USA, where kindergarten is a term used for primary education.
Preschool education is important because it can give a child the edge in a competitive world and education climate.[citation needed] While children who do not receive the fundamentals during their preschool years will be taught the alphabet, counting, shapes and colors and designs when they begin their formal education they will be behind the children who already possess that knowledge. The true purpose behind kindergarten is "to provide a child-centered, preschool curriculum for three to seven year old children that aimed at unfolding the child's physical, intellectual, and moral nature with balanced emphasis on each of them."[10]
This period of education is very important in the formative years of the child. Teachers with special skills and training are needed at this time to nurture the children to develop their potentials.[citation needed]

Primary


School children line, in Kerala, India
Main article: Primary education
Primary (or elementary) education consists of the first 5–7 years of formal, structured education. In general, primary education consists of six or eight years of schooling starting at the age of five or six, although this varies between, and sometimes within, countries. Globally, around 89% of primary-age children are enrolled in primary education, and this proportion is rising.[11] Under the Education For All programs driven by UNESCO, most countries have committed to achieving universal enrollment in primary education by 2015, and in many countries, it is compulsory for children to receive primary education. The division between primary and secondary education is somewhat arbitrary, but it generally occurs at about eleven or twelve years of age. Some education systems have separate middle schools, with the transition to the final stage of secondary education taking place at around the age of fourteen. Schools that provide primary education, are mostly referred to as primary schools. Primary schools in these countries are often subdivided into infant schools and junior school.
In India, compulsory education spans over twelve years, out of which children receive elementary education for 8 years. Elementary schooling consists of five years of primary schooling and 3 years of upper primary schooling. Various states in the republic of India provide 12 years of compulsory school education based on a national curriculum framework designed by the National Council of Educational Research and Training.

Secondary


Students working with a teacher at Albany Senior High School, New Zealand
Main article: Secondary education
In most contemporary educational systems of the world, secondary education comprises the formal education that occurs during adolescence. It is characterized by transition from the typically compulsory, comprehensive primary education for minors, to the optional, selective tertiary, "post-secondary", or "higher" education (e.g. university, vocational school) for adults. Depending on the system, schools for this period, or a part of it, may be called secondary or high schools, gymnasiums, lyceums, middle schools, colleges, or vocational schools. The exact meaning of any of these terms varies from one system to another. The exact boundary between primary and secondary education also varies from country to country and even within them, but is generally around the seventh to the tenth year of schooling. Secondary education occurs mainly during the teenage years. In the United States, Canada and Australia primary and secondary education together are sometimes referred to as K-12 education, and in New Zealand Year 1–13 is used. The purpose of secondary education can be to give common knowledge, to prepare for higher education or to train directly in a profession.
The emergence of secondary education in the United States did not happen until 1910, caused by the rise in big businesses and technological advances in factories (for instance, the emergence of electrification), that required skilled workers. In order to meet this new job demand, high schools were created, with a curriculum focused on practical job skills that would better prepare students for white collar or skilled blue collar work. This proved to be beneficial for both employers and employees, for the improvement in human capital caused employees to become more efficient, which lowered costs for the employer, and skilled employees received a higher wage than employees with just primary educational attainment.
In Europe, grammar schools or academies date from as early as the 16th century, in the form of public schools, fee-paying schools, or charitable educational foundations, which themselves have an even longer history.
Community colleges offer nonresidential junior college offering courses to people living in a particular area.

Tertiary (higher)


Students in a laboratory, Saint Petersburg State Polytechnical University
See also: Higher education and Adult education
Higher education, also called tertiary, third stage, or post secondary education, is the non-compulsory educational level that follows the completion of a school providing a secondary education, such as a high school or secondary school. Tertiary education is normally taken to include undergraduate and postgraduate education, as well as vocational education and training. Colleges and universities are the main institutions that provide tertiary education. Collectively, these are sometimes known as tertiary institutions. Tertiary education generally results in the receipt of certificates, diplomas, or academic degrees.
Higher education generally involves work towards a degree-level or foundation degree qualification. In most developed countries a high proportion of the population (up to 50%) now enter higher education at some time in their lives. Higher education is therefore very important to national economies, both as a significant industry in its own right, and as a source of trained and educated personnel for the rest of the economy.
University education includes teaching, research, and social services activities, and it includes both the undergraduate level (sometimes referred to as tertiary education) and the graduate (or postgraduate) level (sometimes referred to as graduate school). Universities are generally composed of several colleges. In the United States, universities can be private and independent like Yale University; public and state-governed like the Pennsylvania State System of Higher Education; or independent but state-funded like the University of Virginia. A number of career specific courses are now available to students through the Internet.
A liberal arts institution can be defined as a "college or university curriculum aimed at imparting broad general knowledge and developing general intellectual capacities, in contrast to a professional, vocational, or technical curriculum."[12] Although what is known today as the liberal arts college began in Europe,[13] the term is more commonly associated with universities in the United States.[citation needed]

Vocational


Carpentry is normally learned through apprenticeship.
Main article: Vocational education
Vocational education is a form of education focused on direct and practical training for a specific trade or craft. Vocational education may come in the form of an apprenticeship or internship as well as institutions teaching courses such as carpentry, agriculture, engineering, medicine, architecture and the arts.

Special

Main article: Special education
In the past, those who were disabled were often not eligible for public education. Children with disabilities were often educated by physicians or special tutors. These early physicians (people like Itard, Seguin, Howe, Gallaudet) set the foundation for special education today. They focused on individualized instruction and functional skills. Special education was only provided to people with severe disabilities in its early years, but more recently it has been opened to anyone who has experienced difficulty learning.[14]

Other educational forms

Alternative

Main article: Alternative education
While considered "alternative" today, most alternative systems have existed since ancient times. After the public school system was widely developed beginning in the 19th century, some parents found reasons to be discontented with the new system. Alternative education developed in part as a reaction to perceived limitations and failings of traditional education. A broad range of educational approaches emerged, including alternative schools, self learning, homeschooling and unschooling. Example alternative schools include Montessori schools, Waldorf schools (or Steiner schools), Friends schools, Sands School, Summerhill School, The Peepal Grove School, Sudbury Valley School, Krishnamurti schools, and open classroom schools.
To a greater or lesser degree, ideas from these experiments and challenges to the system may in time be adopted by the mainstream, as to a large degree has happened with kindergarten, an experimental approach to early childhood education developed by Friedrich Fröbel in 19th century Germany. Other influential writers and thinkers have included the Swiss humanitarian Johann Heinrich Pestalozzi; the American transcendentalists Amos Bronson Alcott, Ralph Waldo Emerson, and Henry David Thoreau; the founders of progressive education, John Dewey and Francis Parker; and educational pioneers such as Maria Montessori and Rudolf Steiner, and more recently John Caldwell Holt, Paul Goodman, Frederick Mayer, George Dennison and Ivan Illich.

Indigenous

Na Schoolyard.
Teaching indigenous knowledge, models, methods in Yanyuan County, Sichuan in China
Main article: Indigenous education
Indigenous education refers to the inclusion of indigenous knowledge, models, methods and content within formal and non-formal educational systems. Often in a post-colonial context, the growing recognition and use of indigenous education methods can be a response to the erosion and loss of indigenous knowledge and language through the processes of colonialism. Furthermore, it can enable indigenous communities to "reclaim and revalue their languages and cultures, and in so doing, improve the educational success of indigenous students."[15]

Informal learning

Main article: informal learning
Informal learning is one of three forms of learning defined by the Organisation for Economic Co-operation and Development (OECD). Informal learning occurs in a variety of places, such as at home, work, and through daily interactions and shared relationships among members of society. For many learners this includes language acquisition, cultural norms and manners. Informal learning for young people is an ongoing process that also occurs in a variety of places, such as out of school time, in youth programs at community centers and media labs.
Informal learning usually takes place outside educational establishments, does not follow a specified curriculum and may originate accidentally, sporadically, in association with certain occasions, from changing practical requirements. It is not necessarily planned to be pedagogically conscious, systematic and according to subjects, but rather unconsciously incidental, holistically problem-related, and related to situation management and fitness for life. It is experienced directly in its "natural" function of everyday life and is often spontaneous.
The concept of 'education through recreation' was applied to childhood development in the 19th century.[16] In the early 20th century, the concept was broadened to include young adults but the emphasis was on physical activities.[17] L.P. Jacks, also an early proponent of lifelong learning, described education through recreation: "A master in the art of living draws no sharp distinction between his work and his play, his labour and his leisure, his mind and his body, his education and his recreation. He hardly knows which is which. He simply pursues his vision of excellence through whatever he is doing and leaves others to determine whether he is working or playing. To himself he always seems to be doing both. Enough for him that he does it well."[18] Education through recreation is the opportunity to learn in a seamless fashion through all of life's activities.[19] The concept has been revived by the University of Western Ontario to teach anatomy to medical students.[19]

Self-directed learning

Main article: Autodidacticism
Autodidacticism (also autodidactism) is a contemplative, absorbing process, of "learning on your own" or "by yourself", or as a self-teacher. Some autodidacts spend a great deal of time reviewing the resources of libraries and educational websites. One may become an autodidact at nearly any point in one's life. While some may have been informed in a conventional manner in a particular field, they may choose to inform themselves in other, often unrelated areas. Notable autodidacts include Abraham Lincoln (U.S. president), Srinivasa Ramanujan (mathematician), Michael Faraday (chemist and physicist), Charles Darwin (naturalist), Thomas Alva Edison (inventor), Tadao Ando (architect), George Bernard Shaw (playwright), Frank Zappa (composer, recording engineer, film director), and Leonardo da Vinci (engineer, scientist, mathematician).

Open education and e-learning

Main articles: Open education and E-learning
In 2012, e-learning had grown at 14 times the rate of traditional learning.[clarification needed][20] Open education is fast growing to become the dominant form of education, for many reasons such as its efficiency and results compared to traditional methods.[21] Cost of education has been an issue throughout history, and a major political issue in most countries today. Open education is generally significantly cheaper than traditional campus based learning and in many cases even free. Many large university institutions are now starting to offer free or almost free full courses such as Harvard, MIT and Berkeley teaming up to form edX. Other universities offering open education are Stanford, Princeton, Duke, Johns Hopkins, Edinburgh, U. Penn, U. Michigan, U. Virginia, U. Washington, and Caltech. It has been called the biggest change in the way we learn since the printing press.[22] Many people despite favorable studies on effectiveness may still desire to choose traditional campus education for social and cultural reasons.[23]
The conventional merit-system degree is currently not as common in open education as it is in campus universities, although some open universities do already offer conventional degrees such as the Open University in the United Kingdom. Presently, many of the major open education sources offer their own form of certificate. Due to the popularity of open education, these new kind of academic certificates are gaining more respect and equal "academic value" to traditional degrees.[24] Many open universities are working to have the ability to offer students standardized testing and traditional degrees and credentials.[citation needed]
There has been a culture forming around distance learning for people who are looking to enjoy the shared social aspects that many people value in traditional on-campus education, which is not often directly offered from open education.[citation needed] Examples of this are people in open education forming study groups, meetups and movements such as UnCollege.

Development goals


World map indicating Education Index (according to 2007/2008 Human Development Report)

Russia has more academic graduates than any other country in Europe.[when?] (Chart does not include population statistics.)
Since 1909, the ratio of children in the developing world going to school has increased. Before then, a small minority of boys attended school. By the start of the 21st century, the majority of all children in most regions of the world attended school. There are 73 million children,[clarification needed] mostly female children in poor families, who did not start elementary school. There are more than 200 million children, mostly females from poor families, who did not go to secondary school.[25] 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.[26] Securing charitable funding from prospective donors is one particularly persistent problem. Researchers at the Overseas 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.[26] Additionally, Transparency International has identified corruption in the education sector as a major stumbling block to achieving Universal Primary Education in Africa.[27] Furthermore, demand in the developing world for improved educational access is not as high as foreigners have expected. Indigenous governments are reluctant to take on the recurrent costs involved. There is economic pressure from those parents who prefer their children to earn money in the short term rather than work towards the long-term benefits of education.[citation needed]
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.[28] 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;
  • outside intervention should be conditional on an impact assessment of national capacities at various levels;
  • a certain percentage of students should be removed for improvisation of academics (usually practiced in schools, after 10th grade).

Internationalization

Nearly every country now has Universal Primary Education.
Similarities — in systems or even in ideas — that schools share internationally have led to an increase in international student exchanges. The European Socrates-Erasmus Program[29] facilitates exchanges across European universities. The Soros Foundation[30] provides many opportunities for students from central Asia and eastern Europe. Programs such as the International Baccalaureate have contributed to the internationalization of education. The global campus online, led by American universities, allows free access to class materials and lecture files recorded during the actual classes.

Education and technology in developing countries


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.
The OLPC foundation, a group out of MIT Media Lab and supported by several major corporations, has a stated mission to develop a $100 laptop for delivering educational software. The laptops were widely available as of 2008. They are sold at cost or given away based on donations.
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.[31] An International Development Agency project called nabuur.com,[32] 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.[33]

Private v public funding in developing countries

Research into low cost private schools found that over 5 years 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.[34] The polarisation was due to disputes around whether the schools are affordable for the poor, reaching disadvantaged groups, provide quality education, supporting or undermining equality, and are financially sustainable. The report examined the main challenges that development organisations which support LCPSs have encountered.[34] 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 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 in society, partly because of limited affordability (which excludes most of the poorest) and other forms of exclusion, related to caste or social status.
  • 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.
The report said there were some cases of successful voucher and subsidy programmes; evaluations of international support to the sector are not widespread.[34] 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 and accountability between users, government and private providers can produce better education outcomes for the poor.

Educational theory


A class size experiment in the United States found that attending small classes for 3 or more years in the early grades increased high school graduation rates of students from low income families.[35]
Main article: Educational theory

Purpose of schools

Individual purposes for pursuing education can vary. The understanding of the goals and means of educational socialization processes may also differ according to the sociological paradigm used.
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.[36] 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.[37]
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.[38]
Education is often perceived as a place where children can develop according to their unique needs and potentialities[39] with the purpose of developing every individual to their full potential.

Educational psychology

Main article: Educational psychology
Educational psychology is the study of how humans learn in educational settings, the effectiveness of educational interventions, the psychology of teaching, and the social psychology of schools as organizations. Although the terms "educational psychology" and "school psychology" are often used interchangeably, researchers and theorists are likely to be identified as educational psychologists, whereas practitioners in schools or school-related settings are identified as school psychologists. Educational psychology is concerned with the processes of educational attainment in the general population and in sub-populations such as gifted children and those with specific disabilities.
Educational psychology can in part be understood through its relationship with other disciplines. It is informed primarily by psychology, bearing a relationship to that discipline analogous to the relationship between medicine and biology. Educational psychology in turn informs a wide range of specialties within educational studies, including instructional design, educational technology, curriculum development, organizational learning, special education and classroom management. Educational psychology both draws from and contributes to cognitive science and the learning sciences. In universities, departments of educational psychology are usually housed within faculties of education, possibly accounting for the lack of representation of educational psychology content in introductory psychology textbooks (Lucas, Blazek, & Raley, 2006).

Learning modalities

There has been much interest in learning modalities and styles over the last two decades. The most commonly employed learning modalities are:[40]
  • Visual: learning based on observation and seeing what is being learned.
  • Auditory: learning based on listening to instructions/information.
  • Kinesthetic: learning based on movement, e.g. hands-on work and engaging in activities.
Other commonly employed modalities include musical, interpersonal, verbal, logical, and intrapersonal.
Dunn and Dunn[41] focused on identifying relevant stimuli that may influence learning and manipulating the school environment, at about the same time as Joseph Renzulli[42] recommended varying teaching strategies. Howard Gardner[43] identified a wide range of modalities in his Multiple Intelligences theories. The Myers-Briggs Type Indicator and Keirsey Temperament Sorter, based on the works of Jung,[44] focus on understanding how people's personality affects the way they interact personally, and how this affects the way individuals respond to each other within the learning environment. The work of David Kolb and Anthony Gregorc's Type Delineator[45] follows a similar but more simplified approach.
Some theories propose that all individuals benefit from a variety of learning modalities, while others suggest that individuals may have preferred learning styles, learning more easily through visual or kinesthetic experiences.[46] A consequence of the latter theory is that effective teaching should present a variety of teaching methods which cover all three learning modalities so that different students have equal opportunities to learn in a way that is effective for them.[47] Guy Claxton has questioned the extent that learning styles such as VAK are helpful, particularly as they can have a tendency to label children and therefore restrict learning.[48][49] Recent research has argued "there is no adequate evidence base to justify incorporating learning styles assessments into general educational practice."[50]

Philosophy


John Locke's work Some Thoughts Concerning Education was written in 1693 and still reflects traditional education priorities in the Western world.
Main article: Philosophy of education
As an academic field, philosophy of education is "the philosophical study of education and its problems (...) its central subject matter is education, and its methods are those of philosophy".[51] "The philosophy of education may be either the philosophy of the process of education or the philosophy of the discipline of education. That is, it may be part of the discipline in the sense of being concerned with the aims, forms, methods, or results of the process of educating or being educated; or it may be metadisciplinary in the sense of being concerned with the concepts, aims, and methods of the discipline."[52] As such, it is both part of the field of education and a field of applied philosophy, drawing from fields of metaphysics, epistemology, axiology and the philosophical approaches (speculative, prescriptive, and/or analytic) to address questions in and about pedagogy, education policy, and curriculum, as well as the process of learning, to name a few.[53] For example, it might study what constitutes upbringing and education, the values and norms revealed through upbringing and educational practices, the limits and legitimization of education as an academic discipline, and the relation between education theory and practice.

Curriculum

Main articles: Curriculum, Curriculum theory and List of academic disciplines
In formal education, a curriculum is the set of courses and their content offered at a school or university. As an idea, curriculum stems from the Latin word for race course, referring to the course of deeds and experiences through which children grow to become mature adults. A curriculum is prescriptive, and is based on a more general syllabus which merely specifies what topics must be understood and to what level to achieve a particular grade or standard.
An academic discipline is a branch of knowledge which is formally taught, either at the university–or via some other such method. Each discipline usually has several sub-disciplines or branches, and distinguishing lines are often both arbitrary and ambiguous. Examples of broad areas of academic disciplines include the natural sciences, mathematics, computer science, social sciences, humanities and applied sciences.[54]
Educational institutions may incorporate fine arts as part of K-12 grade curricula or within majors at colleges and universities as electives. The various types of fine arts are music, dance, and theater.[55]

Instruction

Instruction is the facilitation of another's learning. Instructors in primary and secondary institutions are often called teachers, and they direct the education of students and might draw on many subjects like reading, writing, mathematics, science and history. Instructors in post-secondary institutions might be called teachers, instructors, or professors, depending on the type of institution; and they primarily teach only their specific discipline. Studies from the United States suggest that the quality of teachers is the single most important factor affecting student performance, and that countries which score highly on international tests have multiple policies in place to ensure that the teachers they employ are as effective as possible.[56][57] With the passing of NCLB in the United States (No Child Left Behind), teachers must be highly qualified. A popular way to gauge teaching performance is to use student evaluations of teachers (SETS), but these evaluations have been criticized for being counterproductive to learning and inaccurate due to student bias.[38]

Economics

Main article: Economics of education

Students on their way to school, Hakha, Chin State, Myanmar
It has been argued that high rates of education are essential for countries to be able to achieve high levels of economic growth.[58] Empirical analyses tend to support the theoretical prediction that poor countries should grow faster than rich countries because they can adopt cutting edge technologies already tried and tested by rich countries. However, technology transfer requires knowledgeable managers and engineers who are able to operate new machines or production practices borrowed from the leader in order to close the gap through imitation. Therefore, a country's ability to learn from the leader is a function of its stock of "human capital". Recent study of the determinants of aggregate economic growth have stressed the importance of fundamental economic institutions[59] and the role of cognitive skills.[60]
At the level of the individual, there is a large literature, generally related to the work of Jacob Mincer,[61] on how earnings are related to the schooling and other human capital. This work has motivated a large number of studies, but is also controversial. The chief controversies revolve around how to interpret the impact of schooling.[62][63] Some students who have indicated a high potential for learning, by testing with a high intelligence quotient, may not achieve their full academic potential, due to financial difficulties.[citation needed]
Economists Samuel Bowles and Herbert Gintis argued in 1976 that there was a fundamental conflict in American schooling between the egalitarian goal of democratic participation and the inequalities implied by the continued profitability of capitalist production on the other.[64]

See also

Portal icon Education portal
Portal icon Schools portal
Portal icon University portal

References

  1. Dewey, John (1916/1944). Democracy and Education. The Free Press. pp. 1–4. ISBN 0-684-83631-9.
  2. ICESCR, Article 13.1
  3. educate. Etymonline.com. Retrieved on 2011-10-21.
  4. Assmann, Jan (2002). The Mind of Egypt: History and Meaning in the Time of the Pharaohs. p. 127.
  5. "Plato". Encyclopaedia Britannica. 2002.
  6. Geoffrey Blainey; A Very Short History of the World; Penguin Books, 2004
  7. "Robert Grosseteste". Catholic Encyclopedia. Newadvent.org. 1 June 1910. Retrieved 2011-07-16.
  8. "St. Albertus Magnus". Catholic Encyclopedia. Newadvent.org. 1 March 1907. Retrieved 2011-07-16.
  9. Robinson, K.: Schools Kill Creativity. TED Talks, 2006, Monterrey, CA, USA.
  10. Ross, Elizabeth Dale (1976). The Kindergarten Crusade: The Establishment of Preschool in the United States. Athens: Ohio University Press. p. 1.
  11. UNESCO, Education For All Monitoring Report 2008, Net Enrollment Rate in primary education
  12. "Liberal Arts: Britannica Concise Encyclopædia". Encyclopædia Britannica.
  13. Harriman, Philip (1935). "Antecedents of the Liberal Arts College". The Journal of Higher Education 6 (2): 63–71. doi:10.2307/1975506. JSTOR 1975506.
  14. Special Education. Oxford: Elsevier Science and Technology. 2004.
  15. May, S. and Aikman, S. (2003). "Indigenous Education: Addressing Current Issues and Developments". Comparative Education 39 (2): 139–145. doi:10.1080/03050060302549. JSTOR 3099875.
  16. Mead, GH (1896). "The Relation of Play to Education". University Record 1: 141–145.
  17. Johnson, GE (1916). Education through recreation. Cleveland Foundation, Ohio.
  18. Jacks, LP (1932). Education through recreation. New York: Harper and Brothers. pp. 1–2.
  19. Ullah, Sha; Bodrogi, Andrew; Cristea, Octav; Johnson, Marjorie; McAlister, Vivian C. (2012). "Learning surgically oriented anatomy in a student-run extracurricular club: an education through recreation initiative". Anat Sci Educ 5 (3): 165–170. doi:10.1002/ase.1273. PMID 22434649.
  20. "The State of Digital Education Infographic - #edtech #edutech #edu11". Knewton.com. Retrieved 2012-10-24.
  21. Lohr, Steve (19 August 2009). "Study Finds That Online Education Beats the Classroom — NYTimes.com". The New York Times. Retrieved 2012-10-24.
  22. "Free courses provided by Harvard, MIT, Berkeley, Stanford, Princeton, Duke, Johns Hopkins, Edinburgh, U.Penn, U. Michigan, U. Virginia, U. Washington". Neurobonkers.com. 2 August 2012. Retrieved 2012-10-24.
  23. Harriet Swain (1 October 2012). "Will university campuses soon be 'over'? | Education". The Guardian (London). Retrieved 2012-10-24.
  24. "Is the Certificate the New College Degree? | Jobs on GOOD". Good.is. 8 June 2012. Retrieved 2012-10-24.
  25. UNICEF (United Nations Children’s Fund). 2009. All children everywhere: A strategy for basic education and gender equality
  26. Liesbet Steer and Geraldine Baudienville 2010. What drives donor financing of basic education? London: Overseas Development Institute.
  27. news room/latest news/press_releases/2010/2010_02_23_AEW_launch_en. Transparency.org (23 February 2010). Retrieved on 2011-10-21.
  28. de Grauwe, A. 2009. Without capacity, there is no development. Paris: UNESCO-IIPE [1].
  29. "Socrates-Erasmus Program". Erasmus.ac.uk. Retrieved 2010-06-19.
  30. "Soros Foundation". Soros.org. Retrieved 2010-06-19.
  31. "African nations embrace e-learning, says new report". PC Advisor. 16 October 2012. Retrieved 2012-10-24.
  32. "nabuur.com". nabuur.com. Retrieved 2013-10-03.
  33. "EDUSAT". ISRO. Retrieved 2013-01-01.
  34. "Low-cost private schools: evidence, approaches and emerging issues". Eldis. Retrieved January 10, 2014.
  35. Finn, J. D., Gerber, S. B., Boyd-Zaharias, J. (2005). "Small classes in the early grades, academic achievement, and graduating from high school". Journal of Educational Psychology 97 (2): 214–233. doi:10.1037/0022-0663.97.2.214.
  36. "OOChart:Education and income: More education is key to higher earnings". Occupational Outlook Quarterly. Bureau of Labor Statistics. Retrieved January 10, 2014.
  37. "Reed College | Reed College Admission Office". Reed.edu. Retrieved 2012-10-24.
  38. J. Scott Armstrong (2012). "Natural Learning in Higher Education". Encyclopedia of the Sciences of Learning.
  39. Schofield, K. (1999). The Purposes of Education, Queensland State Education
  40. Swassing, R. H., Barbe, W. B., & Milone, M. N. (1979). The Swassing-Barbe Modality Index: Zaner-Bloser Modality Kit. Columbus, OH: Zaner-Bloser.
  41. "Dunn and Dunn". Learningstyles.net. Retrieved 2009-04-20.
  42. "Biographer of Renzulli". Indiana.edu. Retrieved 2009-04-20.
  43. Thomas Armstrong's website detailing Multiple Intelligences
  44. "Keirsey web-site". Keirsey.com. Retrieved 2009-04-20.
  45. "Type Delineator description". Algonquincollege.com. Retrieved 2009-04-20.
  46. Barbe, W. B., & Swassing, R. H., with M. N. Milone. (1979). Teaching through modality strengths: Concepts and practices. Columbus, OH: Zaner-Bloser
  47. "Learning modality description from the Learning Curve website". Library.thinkquest.org. Retrieved 2010-06-19.
  48. "Guy Claxton speaking on What's The Point of School?". dystalk.com. Retrieved 2009-04-23.
  49. J. Scott Armstrong (1983). "Learner Responsibility in Management Education, or Ventures into Forbidden Research (with Comments)". Interfaces 13.
  50. Pashler, Harold; McDonald, Mark; Rohrer, Doug; Bjork, Robert (2009). "Learning Styles: Concepts and Evidence". Psychological Science in the Public Interest 9 (3): 105–119. doi:10.1111/j.1539-6053.2009.01038.x.
  51. Noddings, Nel (1995). Philosophy of Education. Boulder, CO: Westview Press. p. 1. ISBN 0-8133-8429-X.
  52. Frankena, William K.; Raybeck, Nathan; Burbules, Nicholas (2002). "Philosophy of Education". In Guthrie, James W. Encyclopedia of Education, 2nd edition. New York, NY: Macmillan Reference. ISBN 0-02-865594-X.
  53. Noddings 1995, pp. 1–6
  54. "Examples of subjects". Curriculumonline.gov.uk. Retrieved 2009-04-20.
  55. "Fine Arts". Education World. 2011-02-24. Retrieved 2013-10-03.
  56. Winters, Marcus. Teachers Matter: Rethinking How Public Schools Identify, Reward, and Retain Great Educators. Rowman & Littlefield. p. 160. ISBN 978-1-4422-1077-6.
  57. How the world's best-performing school systems come out on top. mckinsey.com. September 2007
  58. Eric A. Hanushek (2005). Economic outcomes and school quality. International Institute for Educational Planning. ISBN 978-92-803-1279-9. Retrieved 21 October 2011.
  59. Daron Acemoglu, Simon Johnson, and James A. Robinson (2001). "The Colonial Origins of Comparative Development: An Empirical Investigation". American Economic Review 91 (5): 1369–1401. doi:10.2139/ssrn.244582. JSTOR 2677930.
  60. Eric A. Hanushek and Ludger Woessmann (2008). "The role of cognitive skills in economic development". Journal of Economic Literature 46 (3): 607–608. doi:10.1257/jel.46.3.607.
  61. Jacob Mincer (1970). "The distribution of labor incomes: a survey with special reference to the human capital approach". Journal of Economic Literature 8 (1): 1–26. JSTOR 2720384.
  62. David Card, "Causal effect of education on earnings," in Handbook of labor economics, Orley Ashenfelter and David Card (Eds). Amsterdam: North-Holland, 1999: pp. 1801–1863
  63. James J. Heckman, Lance J. Lochner, and Petra E. Todd., "Earnings functions, rates of return and treatment effects: The Mincer equation and beyond," in Handbook of the Economics of Education, Eric A. Hanushek and Finis Welch (Eds). Amsterdam: North Holland, 2006: pp. 307–458.
  64. Samuel Bowles; Herbert Gintis (18 October 2011). Schooling In Capitalist America: Educational Reform and the Contradictions of Economic Life. Haymarket Books. ISBN 978-1-60846-131-8. Retrieved 21 October 2011.

External links

Find more about Education at Wikipedia's sister projects
Definitions and translations from Wiktionary
Media from Commons
Quotations from Wikiquote
Source texts from Wikisource
Textbooks from Wikibooks
Learning resources from Wikiversity
Library resources about
Education