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Education is learning the knowledge, skills, and habits of a group of people passed down from one generation to the next through teaching, training, or research. Education is often the case under the guidance of others, but also allows a self-taught. [1] Every experience that has a formative effect on the way people think, feel, or act can be considered educational. Education is generally divided into phases such as pre-school, elementary school, middle school and then college, university or apprenticeship.
A right to education has been recognized by several governments. At the global level, Article 13 PBB 1966 International Covenant on Economic, Social and Cultural Rights recognizes the right of everyone to education. [2] Although education is mandatory in most places until a certain age, form of education with school attendance is not often performed, and minority of parents opt for home-schooling education, e-learning or something similar for their children.
Contents [hide]
1 Philosophy of education
2 The function of education
3 Economy
4 References
5 See also
6 External links
The philosophy of education [Edit | edit source]
Education usually begins when a baby is born and lasts a lifetime. Education could have originated from before birth as is done by many people by playing music and reading to babies in the womb with the hope that he could teach their babies before birth.
For some, the experience of everyday life is more meaningful than formal education. As Mark Twain said, "I never let school interfere with my education." [Citation needed]
Family members have a profound teaching role, often more profound than they realize, even though the teaching of family members running unofficially.
Educational function [Edit | edit source]
According to Horton and Hunt, educational institutions related to real functions (manifest) the following:
Preparing members of the public to make a living.
Develop individual talents for the sake of personal satisfaction and for the benefit of society.
Preserving culture.
Inculcate skills necessary for participation in a democracy.
Another function of the educational institutions are as follows.
Reducing parental control. Through education, school parents delegate tasks and responsibilities in educating children to school.
Provides a means for insubordination. Schools have the potential to instill the value of dissent in society. This is reflected by the difference in views between the school and the community about something, such as sex education and open attitude.
Maintaining social class systems. School education are expected to disseminate to their students to accept differences in prestige, privileges and status in society. Schools are also expected to be a channel mobility of students to a higher social status or at least not according to the status of their parents.
Prolong adolescence. School education can also slow down a person's adulthood because students are still economically dependent on their parents.
According to David Popenoe, there are four kinds of educational function of which is as follows:
Transmission (removal) of culture.
Selecting and teaches social role.
Guarantee social integration.
School teaches pattern personality.
Source of social innovation.
Economy [edit | edit source]
It has been argued that the high level of education is very important for countries to be able to achieve the level of economic growth. [3] The empirical analysis tends to support the theoretical prediction that poor countries should grow faster than rich countries because they can adopt the technology that has been 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, the ability of a country to learn from the leader is a function of the effect of "human capital". Recent studies of the determinants of aggregate economic growth have stressed the importance of fundamental economic institutions [4] and the role of cognitive skills. [5]
At the individual level, there is a lot of literature, generally associated with the work of Jacob Mincer, [6] on how earnings related to education and other human capital. This work has motivated a large number of studies, but also controversial. The main controversy around how to interpret the impact of school. [7] [8] Some students who have demonstrated a high potential for learning, by testing the intelligence quotient is high, it may not reach the full potential of their academic, because of financial difficulties. [Reason-actually some students at the low end get better treatment than Reviews those in the middle with grants, etc. needs RS]
Economists Samuel Bowles and Herbert Gintis argued in 1976 that there is a fundamental conflict in American education between the egalitarian goal of democratic participation and the inequalities implied by the continued profitability of capitalist production on the other side. [9]
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