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The outcome is formal education—the school and the specialist called the teacher.As society becomes ever more complex and schools become ever more institutionalized, educational experience becomes less directly related to daily life, less a matter of showing and learning in the context of the workaday world, and more abstracted from practice, more a matter of distilling, telling, and learning things out of context.Literature becomes laden with advice on the rearing of the younger generation.In short, there develop philosophies and theories of education.For a treatment of education as a discipline, including educational organization, teaching methods, and the functions and training of teachers, see teaching; pedagogy; and teacher education.
International comparisons incorporating expanded data on cognitive skills reveal much larger skill deficits in developing countries than generally derived from just school enrollment and attainment. Education can be thought of as the transmission of the values and accumulated knowledge of a society.
This article discusses the history of education, tracing the evolution of the formal teaching of knowledge and skills from prehistoric and ancient times to the present, and considering the various philosophies that have inspired the resulting systems.
Other aspects of education are treated in a number of articles.
Education is designed to guide them in learning a culture, molding their behaviour in the ways of adulthood, and directing them toward their eventual role in society.
In the most primitive cultures, there is often little formal learning—little of what one would ordinarily call school or classes or teachers.
Instead, the entire environment and all activities are frequently viewed as school and classes, and many or all adults act as teachers.