The history of education according to Dieter Lenzen, president of the
Freie Universität Berlin 1994, "began either millions of years ago or at the end of 1770". Education as a science cannot be separated from the educational traditions that existed before. Adults trained the young of their society in the knowledge and skills they would need to master and eventually pass on. The evolution of culture, and human beings as a species depended on this practice of transmitting knowledge. In pre-literate societies this was achieved orally and through imitation. Story-telling continued from one generation to the next. Oral language developed into written symbols and letters. The depth and breadth of knowledge that could be preserved and passed soon increased exponentially. When cultures began to extend their knowledge beyond the basic skills of communicating, trading, gathering food, religious practices, etc., formal education, and schooling, eventually followed. Schooling in this sense was already in place in Egypt between 3000 and 500BC.The history of education is the history of man as since its the main occupation of man to pass knowledge, skills and attitude from one generation to the other so is education.
Nowadays some kind of education is compulsory to all people in most countries. Due to population growth and the proliferation of compulsory education,
UNESCO has calculated that in the next 30 years more people will receive formal education than in all of human history thus far.
[30][edit] Philosophy
As an academic field, philosophy of education is a "the philosophical study of education and its problems...its central subject matter is education, and its methods are those of
philosophy".
[31] "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."
[32] 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.
[33] 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
educational theory and practice.
http://en.wikipedia.org
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