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Education | Definition, Development, History, Types, & Facts Education refers to the discipline that is concerned with methods of and in schools or school-like environments, as opposed to various nonformal and informal means of, Beginning approximately at the end of the 7th or during the 6th century, became the first city-state in ancient Greece to renounce education that was oriented toward the future duties of soldiers.

1. The evolution of Athenian education reflected that of the city itself, which was moving toward increasing democratization.
2. Research has found that education is the strongest determinant of individuals’ occupational status and chances of success in adult life.
3. However, the correlation between family socioeconomic status and school success or failure appears to have increased worldwide.

Long-term trends suggest that as societies industrialize and modernize, becomes increasingly important in determining educational outcomes and occupational attainment. Alternative forms of education have developed since the late 20th century, such as,, and many parallel or supplementary systems of education often designated as “nonformal” and “popular.” Religious institutions also instruct the young and old alike in sacred knowledge as well as in the values and skills required for participation in local, national, and transnational societies.

• School vouchers have been a hotly debated topic in the United States.
• Some parents of voucher recipients reported high levels of satisfaction, and studies have found increased voucher student graduation rates.
• Some studies have found, however, that students using vouchers to attend private schools instead of public ones did not show significantly higher levels of academic achievement.

education, that is concerned with methods of and in schools or school-like as opposed to various nonformal and informal means of (e.g., rural development projects and education through parent-child relationships). Education can be thought of as the transmission of the values and accumulated knowledge of a society.

In this sense, it is equivalent to what social scientists term or enculturation. Children—whether conceived among tribespeople, the Florentines, or the middle classes of Manhattan—are born without, Education is designed to guide them in learning a, molding their behaviour in the ways of, and directing them toward their eventual role in society.

In the most primitive, there is often little formal learning—little of what one would ordinarily call school or classes or, Instead, the entire and all activities are frequently viewed as school and classes, and many or all adults act as teachers. As societies grow more complex, however, the quantity of knowledge to be passed on from one generation to the next becomes more than any one person can know, and, hence, there must evolve more selective and efficient means of cultural transmission.

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 of the workaday world, and more abstracted from practice, more a matter of distilling, telling, and learning things out of context.

This concentration of learning in a formal atmosphere allows children to learn far more of their culture than they are able to do by merely observing and imitating. As society gradually attaches more and more importance to education, it also tries to formulate the overall objectives, content, organization, and strategies of education.

Literature becomes laden with advice on the rearing of the younger generation. In short, there develop philosophies and theories of education. 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. For a of education as a discipline, including educational organization, teaching methods, and the functions and training of teachers, see ; ; and, For a description of education in various specialized fields, see ; ; ;,

For an analysis of educational philosophy, see, For an examination of some of the more important aids in education and the dissemination of knowledge, see ; ; ; ; ;, Some restrictions on educational freedom are discussed in, For an analysis of pupil attributes, see ; ;, The term education can be applied to primitive cultures only in the sense of, which is the process of cultural transmission.

A primitive person, whose culture is the totality of his universe, has a relatively fixed sense of cultural and timelessness. The model of life is relatively static and absolute, and it is transmitted from one generation to another with little deviation.

As for prehistoric education, it can only be inferred from educational practices in surviving primitive cultures. The purpose of primitive education is thus to guide children to becoming good members of their or band. There is a marked emphasis upon training for, because primitive people are highly concerned with the growth of individuals as tribal members and the thorough comprehension of their way of life during passage from prepuberty to postpuberty.

Get a Britannica Premium subscription and gain access to exclusive content. Because of the variety in the countless thousands of primitive cultures, it is difficult to describe any standard and uniform characteristics of prepuberty education. Nevertheless, certain things are practiced commonly within cultures.

1. Children actually participate in the social processes of adult activities, and their participatory learning is based upon what the American anthropologist called, identification, and,
2. Primitive children, before reaching puberty, learn by doing and observing basic technical practices.
3. Their teachers are not strangers but rather their immediate,

In contrast to the spontaneous and rather unregulated imitations in prepuberty education, postpuberty education in some cultures is strictly standardized and regulated. The teaching personnel may consist of fully initiated men, often unknown to the initiate though they are his relatives in other clans.

The may begin with the initiate being abruptly separated from his familial group and sent to a secluded camp where he joins other initiates. The purpose of this separation is to deflect the initiate’s deep attachment away from his and to establish his emotional and social anchorage in the wider web of his culture.

The initiation “curriculum” does not usually include practical subjects. Instead, it consists of a whole set of cultural values, tribal religion,, philosophy, history, rituals, and other knowledge. Primitive people in some cultures regard the body of knowledge the initiation curriculum as most essential to their tribal membership.
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What are some disciplines of education?

Four basic disciplines form what is sometimes known as ‘the foundation of education’, namely educational sociology, psychology, history and philosophy.
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Why education is considered as an academic discipline?

I got in trouble last week for suggesting that education was not an academic discipline, and I can see why. For many years, university education departments have been Cinderella organisations in comparison to purportedly loftier spires, and any discussions which raise questions about the status of research in education are therefore sensitive.

In stating that I do not see education as a discipline, I do not seek to make any claims about the rigour of research in the field of education or the academic quality of the people who do that research (I am one of them, after all). Rather, I want to establish greater clarity as to what we are doing when we are researching education.

For my argument to be robust, I need to make a distinction between a ‘discipline’ and a ‘field’. I would define a research field as a group of people involved in the study of something. The field of educational research, therefore, involves the study of education as a phenomenon.

• Education exists, it happens, and we want to make sense of it.
• A discipline, I would argue, is more specific than a field.
• A discipline does involve the study of something (biology is the study of living things, for example) but a discipline is also defined by (a) the methods it uses to study that thing, (b) the way it defines terms such as ‘proof’, ‘evidence’ and ‘argument’ and (c) a tradition of criticism as to whether certain claims count as knowledge.

Importantly, this means that the same object of study can be researched in different disciplines: a classical linguist, for example, studies Aristotle’s Politics in a very different way from a historian or a philosopher, These distinctions can be seen very clearly between disciplines.

Take, for example, the concept of ‘proof’. For a mathematician, proof rests upon ideas such as necessity and tautology; for a chemist, proof requires a process of empirical observation and statistical induction; for a historian, proof rests on the interrogation of testimony. A chemist would not seek to prove something by finding out what someone said about it a hundred years ago any more than a historian would seek to explain the causes of the French Revolution by recreating it in a controlled experiment.

In these ways, there are clear distinctions in terms of how different disciplines set out in the pursuit of truth and knowledge. So is ‘education’ a discipline or a field? My argument is that it is a field. Using my criteria above, for us to see education as a discipline, we would need to identify a set of methods, concepts and traditions of what counts as knowledge which are peculiar to it, and I do not think that these exist. Consider the following topical claims made about education.

Education became more progressive in the 1970s. Educational attainment depends on family background. Working memory is limited to around seven items. The primary aim of education is to create good citizens.

Each of these statements can be analysed, their meaning and truth teased out and their implications considered, but to do that we need a set of tools, and the tools we need are different in each case. The first claim requires a historical assessment. History, as a discipline, seeks to make sense of the human past.

1. A claim such as ‘education became more progressive in the 1970s’ is a historical claim.
2. The only way in which we can establish the truth of this claim is to use the tools of the historian.
3. This means looking at the archival record and drawing on the available source material.
4. Sociology, like history, is another well-established discipline.

It seeks to understand the nature of human society and the relationship between individual humans and the structures of that society. As a discipline, it has a set of techniques it uses to answer those questions, and is broad in the range of quantitative and qualitative tools it has available.

To analyse the claim that ‘educational attainment depends on family background’ we might, for example, conduct a series of case studies, or conduct an analysis of the correlation between free-school-meal status and GCSE attainment. Psychology is the study of the human mind. Learning – particularly in a cognitive sense – is an important object of study for psychologists.

The tools of cognitive psychology often involve creating experimental situations (Daniel Kahneman’s book Thinking Fast and Slow is very good at summarising these for the non-specialist) though social psychologists might make use of more natural settings, sharing some ground here with sociology.

1. Philosophy – as a discipline – concerns itself with the nature of reality (metaphysics) and knowledge of that reality (epistemology), and in some ways this makes it a meta discipline.
2. We could, for example, have a philosophical discussion about different notions of ‘proof’ and ‘evidence’ in the disciplines of history, sociology and psychology.

Philosophy also encompasses ethics which I would broadly define as the study of whether and how one ought to act. Questions about the aims of education – for example – can be addressed using the tools of philosophy. One might deploy a Kantian deontological argument, or an Aristotelian teleological argument or a Utilitarian argument to address whether or not the aim of an education should be to produce good citizens.

These are the four disciplines which address most of the major educational questions. Some educational questions do of course call for an interdisciplinary approach: we might, for example, offer historical and sociological perspectives on the role of social class in pupil attainment, or we might gain insights into the strengths and weaknesses of ‘assessment for learning’ by deploying the tools of psychology and sociology.

In some cases other disciplines also play a role in studying education: educational economics, for example, is a small but important field. Interdisciplinary work is, however, logically prior to and predicated on the existence of disciplines. We cannot do interdisciplinary work unless we know what the different disciplines can and cannot do.

Now why does any of this matter? I would argue that these distinctions are important because the disciplinary approach we adopt determines the nature of the conclusions we are able to reach. History, for example, is very well placed as a discipline for determining what happened in the past, but is famously poor at making predictions about the future.

An argument advanced about how education ought to be based on how it used to be is likely to be weak. Psychology, in contrast, is much better placed to make predictions about how people will act in the future. In studying education as a phenomenon, we need to use the tools that are fit for purpose.
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Is education an applied discipline?

Résumé (eng) An applied linguistic discipline, such as English education, has a number of academic bases to draw on to obtain the knowledge and understanding required and to find the tools and working methods needed to implement a branch of learning in a school system. A number of theories, ideas, tools etc.
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What does discipline mean?

Discipline is defined by the Oxford English Dictionary as ‘ a branch of learning or scholarly instruction ‘ (p.244).
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Is education a subject or discipline?

Education | Definition, Development, History, Types, & Facts Education refers to the discipline that is concerned with methods of and in schools or school-like environments, as opposed to various nonformal and informal means of, Beginning approximately at the end of the 7th or during the 6th century, became the first city-state in ancient Greece to renounce education that was oriented toward the future duties of soldiers.

1. The evolution of Athenian education reflected that of the city itself, which was moving toward increasing democratization.
2. Research has found that education is the strongest determinant of individuals’ occupational status and chances of success in adult life.
3. However, the correlation between family socioeconomic status and school success or failure appears to have increased worldwide.

Long-term trends suggest that as societies industrialize and modernize, becomes increasingly important in determining educational outcomes and occupational attainment. Alternative forms of education have developed since the late 20th century, such as,, and many parallel or supplementary systems of education often designated as “nonformal” and “popular.” Religious institutions also instruct the young and old alike in sacred knowledge as well as in the values and skills required for participation in local, national, and transnational societies.

School vouchers have been a hotly debated topic in the United States. Some parents of voucher recipients reported high levels of satisfaction, and studies have found increased voucher student graduation rates. Some studies have found, however, that students using vouchers to attend private schools instead of public ones did not show significantly higher levels of academic achievement.

education, that is concerned with methods of and in schools or school-like as opposed to various nonformal and informal means of (e.g., rural development projects and education through parent-child relationships). Education can be thought of as the transmission of the values and accumulated knowledge of a society.

1. In this sense, it is equivalent to what social scientists term or enculturation.
2. Children—whether conceived among tribespeople, the Florentines, or the middle classes of Manhattan—are born without,
3. Education is designed to guide them in learning a, molding their behaviour in the ways of, and directing them toward their eventual role in society.

In the most primitive, there is often little formal learning—little of what one would ordinarily call school or classes or, Instead, the entire and all activities are frequently viewed as school and classes, and many or all adults act as teachers. As societies grow more complex, however, the quantity of knowledge to be passed on from one generation to the next becomes more than any one person can know, and, hence, there must evolve more selective and efficient means of cultural transmission.

1. The outcome is formal education—the school and the specialist called the teacher.
2. 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 of the workaday world, and more abstracted from practice, more a matter of distilling, telling, and learning things out of context.

This concentration of learning in a formal atmosphere allows children to learn far more of their culture than they are able to do by merely observing and imitating. As society gradually attaches more and more importance to education, it also tries to formulate the overall objectives, content, organization, and strategies of education.

• Literature becomes laden with advice on the rearing of the younger generation.
• In short, there develop philosophies and theories of education.
• 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. For a of education as a discipline, including educational organization, teaching methods, and the functions and training of teachers, see ; ; and, For a description of education in various specialized fields, see ; ; ;,

• For an analysis of educational philosophy, see,
• For an examination of some of the more important aids in education and the dissemination of knowledge, see ; ; ; ; ;,
• Some restrictions on educational freedom are discussed in,
• For an analysis of pupil attributes, see ; ;,
• The term education can be applied to primitive cultures only in the sense of, which is the process of cultural transmission.

A primitive person, whose culture is the totality of his universe, has a relatively fixed sense of cultural and timelessness. The model of life is relatively static and absolute, and it is transmitted from one generation to another with little deviation.

As for prehistoric education, it can only be inferred from educational practices in surviving primitive cultures. The purpose of primitive education is thus to guide children to becoming good members of their or band. There is a marked emphasis upon training for, because primitive people are highly concerned with the growth of individuals as tribal members and the thorough comprehension of their way of life during passage from prepuberty to postpuberty.

Get a Britannica Premium subscription and gain access to exclusive content. Because of the variety in the countless thousands of primitive cultures, it is difficult to describe any standard and uniform characteristics of prepuberty education. Nevertheless, certain things are practiced commonly within cultures.

1. Children actually participate in the social processes of adult activities, and their participatory learning is based upon what the American anthropologist called, identification, and,
2. Primitive children, before reaching puberty, learn by doing and observing basic technical practices.
3. Their teachers are not strangers but rather their immediate,

In contrast to the spontaneous and rather unregulated imitations in prepuberty education, postpuberty education in some cultures is strictly standardized and regulated. The teaching personnel may consist of fully initiated men, often unknown to the initiate though they are his relatives in other clans.

The may begin with the initiate being abruptly separated from his familial group and sent to a secluded camp where he joins other initiates. The purpose of this separation is to deflect the initiate’s deep attachment away from his and to establish his emotional and social anchorage in the wider web of his culture.

The initiation “curriculum” does not usually include practical subjects. Instead, it consists of a whole set of cultural values, tribal religion,, philosophy, history, rituals, and other knowledge. Primitive people in some cultures regard the body of knowledge the initiation curriculum as most essential to their tribal membership.
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What are the principles of discipline in education?

What Are General Principles of Discipline? – While every child is different, most children need to be given consistent, clear rules and expectations about behavior. The following are some general principles about discipline:

Discipline needs to begin as soon as the child is mobile – pulling up and crawling. Young infants rely on their parents to provide a safe environment. Discipline should be age-focused and should teach age-appropriate behaviors. Try to recognize and praise desirable behavior. Be a good role model for your child. After the discipline occurs, make sure the child knows it is the behavior you are not happy with, not the child. Physical punishment is not needed or appropriate. Spoken rewards for good behavior should be immediate. (“I’m really proud of the way you shared your toy.”)

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What are the main types of discipline?

The three types of discipline are preventative, supportive, and corrective discipline. PREVENTATIVE discipline is about establishing expectations, guidelines, and classroom rules for behavior during the first days of lessons in order to proactively prevent disruptions.
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What is the relation between education and discipline?

Significance of discipline in homes and learning institutions – Discipline impacts the learning process by creating a stress-free environment for apportioning time to various activities, improves planning through observing and maintaining a set daily routine, moulds learner character and enhances their motivation, enables the setting of good examples and positively contributes to better grades.

• Elements such as test anxiety, environment, motivation, and emotions require consideration when developing models of academic performance.
• Various studies have shown a positive link between discipline in learners and their school performance, with the latter increasing with the increase in discipline levels.

Although learning institutions have a duty to enforce the rules or code of conduct guiding learner behaviour, parents also have a role to play to ensure consistency. Aspects such as dress code, hairdos, and basic manners start from home. Parents and educators, especially heads of institutions, are two pillars with a significant influence on grooming learners.

Unless discipline is tackled from an early age, achieving quality education with full learner impact will remain a challenge. Thus, if learners at all levels are disciplined, they are most likely to acquire the requisite knowledge and skills with ease because they are focused and self-driven. Despite their busy working schedules, parents should spend time with their children to discuss various issues, including discipline.

There is also an increasing need to strengthen guidance and counselling in schools, to help learners attain set values. A child or young person whose social and spiritual discipline is strong has a high chance of excelling in school. The most important discipline is self-discipline, which the learner should cultivate within by setting standards and determining how far they can go amidst numerous obstacles.
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What are examples of disciplines?

Learning Objectives –

1. Survey the landscape of academic disciplines.
2. Appreciate how academic disciplines help shape how we understand the world.
3. Understand that academic disciplines are constantly in flux, negotiating the terms, conditions, and standards of inquiry, attribution, and evidence.

The following table shows one version of the main academic disciplines An academic category characterized by particular areas of study, methods of inquiry, and standards of proof. and some of their branches.

Discipline	Branch Examples
Business	Accounting, economics, finance, management, marketing
Humanities	Art, history, languages, literature, music, philosophy, religion, theater
Natural and applied sciences	Biology, chemistry, computer science, engineering, geology, mathematics, physics, medicine
Social sciences	Anthropology, education, geography, law, political science, psychology, sociology

Since the makeup of the different branches is always in flux and since the history of any institution of higher education is complicated, you will likely find some overlapping and varying arrangements of disciplines at your college. Part of your transition into higher education involves being aware that each discipline is a distinct discourse community A particular system of communication developed over time within a discipline or social group.

• With specific vocabularies, styles, and modes of communication.
• Later in your college career, you will begin your writing apprenticeship The period of training and practice leading to command of a discipline and full participation in it academically or professionally.
• In a specific discipline by studying the formats of published articles within it.

You will look for the following formal aspects of articles within that discipline and plan to emulate them in your work:

• Title format
• Introduction
• Overall organization
• Tone (especially level of formality)
• Person (first, second, or third person)
• Voice (active or passive)
• Sections and subheads
• Use of images (photos, tables, graphics, graphs, etc.)
• Discipline-specific vocabulary
• Types of sources cited
• Use of source information
• Conclusion
• Documentation style (American Psychological Association, Modern Language Association, Chicago, Council of Science Editors, and so on; for more on this, see Chapter 22 “Appendix B: A Guide to Research and Documentation” )
• Intended audience
• Published format (print or online)

Different disciplines tend to recommend collecting different types of evidence from research sources. For example, biologists are typically required to do laboratory research; art historians often use details from a mix of primary and secondary sources (works of art and art criticism, respectively); social scientists are likely to gather data from a variety of research study reports and direct ethnographic A kind of research in anthropology and the social sciences geared toward the study of a specific group of people or segment of a society.

observation, interviews, and fieldwork; and a political scientist uses demographic A kind of statistical measurement used in political science to reflect segments of a population. data from government surveys and opinion polls along with direct quotations from political candidates and party platforms.

Consider the following circle of professors. They are all asking their students to conduct research in a variety of ways using a variety of sources. What’s required to complete a basic, introductory essay might essentially be the same across all disciplines, but some types of assignments require discipline-specific organizational features. For example, in business disciplines, documents such as résumés, memos, and product descriptions require a specialized organization.

Science and engineering students follow specific conventions as they write lab reports and keep notebooks that include their drawings and results of their experiments. Students in the social sciences and the humanities often use specialized formatting to develop research papers, literature reviews, and book reviews.

Part of your apprenticeship will involve understanding the conventions of a discipline’s key genres. If you are reading or writing texts in the social sciences, for example, you will notice a meticulous emphasis on the specifics of methodology (especially key concepts surrounding the collection of data, such as reliability, validity, sample size, and variables) and a careful presentation of results and their significance.

1. Laboratory reports in the natural and applied sciences emphasize a careful statement of the hypothesis and prediction of the experiment.
2. They also take special care to account for the role of the observer and the nature of the measurements used in the investigation to ensure that it is replicable.
3. An essay in the humanities on a piece of literature might spend more time setting a theoretical foundation for its interpretation, it might also more readily draw from a variety of other disciplines, and it might present its “findings” more as questions than as answers.

As you are taking a variety of introductory college courses, try to familiarize yourself with the jargon The specialized language of a discipline. of each discipline you encounter, paying attention to its specialized vocabulary and terminology. It might even help you make a list of terms in your notes.

• Business (economics): Which renewable resources offer economically feasible solutions to energy issues?
• Humanities (history): At what point did humans switch from the use of renewable resources to nonrenewable resources?
• Natural and applied sciences (engineering): How can algae be developed at a pace and in the quantities needed to be a viable main renewable resource?
• Social sciences (geography): Which US states are best suited to being key providers of renewable natural resources?

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Why is it called discipline?

What Does Discipline Mean? Discipline. One word thousands of opinions. Is it punishment? Is it obedience?Is it rules? Is it enforcement?Is it always doing the same thing? Is it always doing the right thing?Is it consistency? Is it doing what you’re told?Is it rigid? Is it boring? Do you even get a choice? Do you just comply? To understand what discipline really is and what it really means, let’s look at the origin of the word to find its intent and true form.
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What is discipline one sentence?

Examples from Collins dictionaries The discipline of studying music can help children develop good work habits. The workman was disciplined by his company but not dismissed. Her husband had at last taken a share in disciplining the boy. Out on the course you must discipline yourself to let go of detailed theory.
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What is the goal of discipline?

What are the goals of discipline? –

Discipline protects your child from danger. Discipline helps your child learn self-control and self-discipline. Discipline helps your child develop a sense of responsibility. Discipline helps instill values.

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