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Chapter One:
Introduction into Education

Objectives
Introduction
1.1 Education as a Narrow and Broad Concept
1.3 Aspects of Education
1.3.1 The Spiritual Aspect
1.3.2 The Moral Aspect
1.3.3 The Social Aspect
1.3.4 The Cultural Aspect
Conclusion

Objectives:

By the end of this chapter, you are expected to be able to:

 Draw a broad definition for the term education;

 Get insight into the theoretical framework of education, most notably its major philosophies;
and last,
 Develop an awareness of the various aspects or forms of development that education often
results is.

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Introduction

Education is the network of social relationships in and outside the classroom and a
preparation for life. The latter involves the capacity to earn a living, to enrich one’s life through
enjoyment of the cultural heritage and of one’s inner resources, to function efficiently and
constructively as a member of society and a citizen of the country. Education also involves mastery
of the tools of learning, such as reading, writing and speaking properly, mastery of our relationship
with our inner self, our neighbors and the universe.

1.1 Education as a Narrow and Broad Concept

Education is interpreted into two senses: narrow and broad. In a narrow sense, education is
limited to the classroom. It is a planned, organized and formalised process. It is imparted at a
particular place (schools or universities) and at a definite time, with a formal curriculum. However,
in a broad sense, education is not only related to teaching/ learning in a classroom, but extends to
learning from birth to death. Education, in a broad sense, is used for the purpose of teaching
individuals the necessary characteristics which will enable them to successfully adapt in society as
efficient members (Harris& Chrispeels 2006).

It is commonly held that the concept of education derives from the Latin education (to
educate = “educare”) which refers, in general, to the process of acquiring knowledge, especially
during childhood and adolescence. On the other hand, to educate is to impart knowledge or to
develop from a potential. Manheim & Stewart (1962: 15) continue to explain that from a much
broader perspective, it is “the bringing-up of children physically and mentally; it is a word of such
a wide reference that at times it is, of necessity, vague.” For example, it is concerned with all the
qualities which are acquired through individual instruction and social training. Education has for its
aims not merely to supply a certain amount of knowledge, but also to modify the nature of the
learner. It is noticeable that in the history of the institution of school, we have been moving steadily
away from the narrower concept of school instruction, of training in specific knowledge or
techniques, towards the notion of the school and other educational institutions as part of an
educative society. This is to be detected in the shift and enrichment of the word “education” itself.
Education is the planful activity of grown-ups to shape the mind of younger generation. One
personality acts upon another in order to modify the development of the other (Hodges 1952, cited
in Lakehal-Ayat 2008). In other words, the process is not only conscious, but also deliberate, for
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the educator has the clearly realized intention of shaping and modifying the development of the
learner. There are two means by which this process operates:
 first, by the presentation of certain kinds of knowledge (in its various forms), selected and
ordered by the educator, and
 second, through the direct and indirect relationship of the two personalities. It is of the
greatest importance psychologically to recognize that only at a relatively late stage, and not
always then, can a learner separate out the ideas that are presented to him/her from his/her
response to the personality of the teacher who is presenting them.
Education exhibits the influence of a person on another, in which the older generation tends to
prepare the younger generation in terms of ideas, knowledge and attitudes. In the foreground of this
activity stands the school as an institution in which there is the purpose of presenting knowledge
deliberately and on the basis of a consciously planned programme. Only relatively recently, the
ideas of emotional factors in learning have taken some importance in educational thought.
From a sociological point of view, according to Manheim & Stewart (1962), education
represents the organisation of forces and influences that are to lead to a higher standard of
behaviour and values. Education can only arise out of a social institution. If the need for education
arises out of people living together, one of its aims in socio-psychological thought is to enable them
to live together more successfully in the widest senses of these terms. The influence which one
person has upon another is only one form which the educational process may take. It is true that
this influence may be very complex, subtle and lasting. One has only to consider the importance
which is attached to infantile experience as a factor in the form taken by adult personality to see
one very significant aspect of this influence, or again, the lasting effect made upon us through
having met and worked with a sympathetic and cultured teacher.
There are other forms of education which have to be taken into account. While we know that
school is only one among the multi-faceted educational environments in which a child grows up,
we have now to take more cognizance of the fact that in the school not only the teacher is important
but also the nature of the organization to be found there, the kind of discipline which prevails, and
the environment in which it is set. In the mainstream of sociological studies, Young (1971: 24)
gives another definition: “Education is not a product like cars and bread, but a selection and
organization from the available knowledge at a particular time which involves conscious or
unconscious choices.” Bailyn (1960: 14) called for a complete redefinition of education from the

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narrow focus on schools, policy, and institutions to include “the entire process by which a culture
transmits itself across generations.” For Cremin (1976), education as a historical (and
contemporary) phenomenon was only partly occurring in schools, but also in social and cultural
agencies. He defines education as “any deliberate, systematic, and sustained effort to transmit,
evoke, or acquire knowledge, attitudes, values, skills, or sensibilities, as well as any outcome to that
effort” (p. viii).
1.3 Aspects of Education

Education plays a vital role in any society. It is a necessity from a simple society to modern
complex society. The function of education is multidimensional within the school system and
outside it. Under optimal circumstances, education results in various aspects or forms of
development: spiritual, moral, social and cultural (Bigger & Brown 2013).

1.3.1 The Spiritual Aspect

Spiritual, also referred to as personal, development is the development of the non-material

aspects of life, focusing on personal insight, meaning, purpose and general perspective on life.
Learners should develop the courage and ability to persevere overcoming any inner resistance when
approaching obstacles. They must develop the desire to use and extend what they learn. Student’s
perspective may, or may not be informed by a religious belief. Education plays an important role in
the development of personality. The object of education is to awaken and develop in the child those
physical, intellectual and moral states which are required of him both by his society as a whole and
by the milieu for which he is specially designed. Education helps the development of the qualities
of an individual, temperament and character.

1.3.2 The Moral Aspect

Moral development involves supporting students to make considered choices about their
behavior and the values that provide a framework for how they choose to live. Moral development
is also learning about society’s values: understanding the reasons for them, how they are derived
and change, and how disagreements are resolved. Students must consider the consequences of
personal moral decisions on the wider community, local and global, and on the environment and
future generations.

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1.3.3 The Social Aspect

Social development helps students to work effectively together, developing the interpersonal
skills required to relate positively with their peers and people of all ages. Students must also
understand how to participate productively in a diverse society and learn how to effectively engage
with social institutions and processes. They should understand that a person may have different
roles and responsibilities within a society; for example, a parent, employer or a citizen. Skills and
values learned in education are directly related to the way to which the economy and the
occupational structure operate. Education trains the individuals in skills that are required by the
economy. In modern planned economy, the output of skilled people must be consciously geared to
the economic and social priorities of the society. This explains the vital role of education in social
development.

1.3.4 The Cultural Aspect

Cultural development helps students to understand, feel comfortable with, value and appreciate the
potential enrichment of cultural diversity. They should challenge discrimination, whether based on
cultural or racial difference. Students should also experience cultural traditions embedded in arts,
crafts, language, literature, theatre, songs, music, folklore dance, sport and science. Students should
develop an appreciation of beauty, both in experiencing artistic expression and exploring their own
creative skills.

Conclusion

Educational institutions are concerned with more than the acquisition of knowledge.
Knowledge itself tends to be problematic, constantly revised in the light of new data and
perspectives. Learners need certain skills to understand the issues and develop a breadth of vision
to ask “what” and “why”. They need to be able to reflect on the meaning and significance of
knowledge- the significance for one’s understanding of themselves, potential, moral system,
relationships, responsibilities and cultural identity.

Education is a continuous process; it begins at birth and ends with death. It is much more
than learning/ teaching in formal institutions such as schools or universities. The individual goes on
reconstructing their experiences throughout their whole life. Instruction ends in the classroom, but
education ends only with life.
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