Definition of Education
the word 'education'... the concept of education... science of education...
"To educate in its fullest sense is to create conditions in which the child can live and is led by these conditions to live as fully as possible through each succeeding stage of his development, meeting and solving in his own experience the problems of each stage as it comes, and so gaining the power to meet and to solve the problems that await him in further stages. Such conditions it is for a school to provide." (Maria Montessori)
The word 'education' is derived from the Latin 'educare' meaning to 'lead forth'. The root of the word education' is 'e-ducare' literally to 'lead forth' or bring out something which is potentially present.
Relatively recently, 'education' has come to stand for a field of study once called 'pedagogics', considered to be a subject matter and field of inquiry to be 'taught' and developed by further research. Education is a human activity - a human enterprise. Education is a human endeavor related to the notion of bringing up and rearing the young. It is the human endeavor of self-development towards self-realization, self-actualization, self-fulfillment, self-transcendance. It is the human endeavor of development towards happiness and the value life.... love and compassion, justice and fellowship, humanity and joy Education is an activity directly related to philosophy, psychology, biology and other fields of inquiry. The concept of 'education' is a unifying theme which connects the scientific inquiries of human nature and human values, the so-called 'science of man' and the so-called 'science of ethics'. Education is an idea. (Syntopicon, chapter twenty, editor-in-chief Robert Maynard Hutchins) As a 'non' subject area, education is a unifying concept which connects other subjects areas and other ideas as well... the concept of 'education' connects other great ideas such as virtue, truth, knowledge, science, mind, man, nature and so on.
Discussion of education always involves speculation. The speculative nature of education accounts for the confusion in the debate about the priorities of education. To avoid confusion and meaningless discussion, questions about education have to be raised in specific contexts.
In the Great Books there is general agreement that education should be concerned with preparing the individual in both thought and action for a future station in life. The question on the purpose of education: according to great thinkers of the past, the aim of education should be the individual's development as a good person and as a good citizen. The purpose of education is the natural development of the individual's 'humanity'... the ultimate purpose of education is the happiness of the individual and the welfare of the society.
Education for human self-development and self-fulfillment is based on the natural wholistic functioning of the human brain. 'Education' is the natural outcome of the brain-based thinking processes of the human organism. The 'science of education' is directly related to the 'science of man' and the 'science of ethics'. The aim of education is the development and fulfillment of the individual's human potential, the individual's humanity. Education is the natural outcome of the brain-based thinking processes of 'homo sapiens', the biological organism. The aim of the biological process of human development and therefore of education and humanistic ethics is the full maturation of the 'productive' character and the individual's self-realization. Consequently an inquiry into the 'science of ethics' is simultaneously an inquiry into the 'science of education' and human development. Conversely an inquiry into the 'science of education' and human development is simultaneously an inquiry into the 'science of ethics.' (Fromm "Man for Himself" 84)
The concept of education is problematical and complex. Education in this sense results in 'existence' which means literally 'to stand out', to have emerged from the state of potentiality into that of manifest reality. 'Education' is concerned with the full development of the individual's powers and potentialities in the process of becoming fully human. The word 'education' is derived from the Latin 'e-ducare', 'e' meaning out or forth and 'ducare' to lead. Meaning literally to 'lead forth', the root 'educare' means to bring out something which is already present... potentially present... The term 'education' refers to the process of bringing out the human potential. The term 'science of education' refers to the scientific inquiry of the human endeavor of education for human development towards self-realization and the value-life. Education is identical with helping the child realize his potentialities. Education is a human enterprise involved with the development of human potential and human values. Education as the fostering of natural human development. The aim of education is the full development of human nature The word 'education' is not meant to refer to an area of knowledge or even to an idea. It refers to a concept which is problematical and complex. Define 'education' as 'development of the mind'. Education for the development of the mind is education for self-development and self-fulfillment. The characteristic 'humanity' of the human organism - human self-development and self-fulfillment - is a natural outcome of the development of the 'mind'. ....the most important human enterprise...includes self-education...education is what makes the human being .. History of the study of the human 'mind' and the understanding of man:
Education is an activity, an endeavor, an enterprise which is related to the notion of bringing up, rearing, leading forth. It is the human endeavor of self-development towards self-realization, self-actualization, self-fulfillment, self-transcendance. It is the human endeavor towards happiness and the value life. Education is an activity directly related to philosophy, psychology, biology and other fields of inquiry.
"Education is identical with helping the child realize his potentialities." The root of the word education' is 'e-ducare' literally to 'lead forth' or bring out something which is potentially present. Education in this sense results in 'existence' which means literally 'to stand out' to have emeerged from the state of potentiality into that of manifest reality." (From Man For Himself 207).
Education is defined as 'development of the mind' - development of 'critical consciousness'. The goal of education is the cultivation of the individual's human capacities for critical consciousness, for 'self-actualization', for love and compassion, for justice and fellowship, for humanity and joy.
Dewey defined education as "that reconstruction or reorganization of experience which adds to the meaning of experience, and which increases ability to direct the course of subsequent experience." The quotation holds the key to his notion of growth, the central term in the much abused Deweyism. Education is growth and subordinate to no end beyond itself. The aim of education is not merely to make citizens, or workers, or fathers, or mothers, but ultimately to make human beings who will live life to the fullest-that is who will continuously add to the meaning of their experience and to their ability to direct subsequent experience. "Dewey formulated the aim of education in social terms, but he was convinced that education would read its successes ultimately in the changed behaviours, perceptions, and insights of individual human beings." (Cremin p.88-90)
Ultimately it is the conception of growth that ties Dewey's theory of the individual to progressivism writ large. John Dewey "Democracy and Education" - comprehensive statement of the progressive education movement.
The 'science of education' 'Science of education' is the scientific inquiry of the nature of education. natural philosophy of education The term 'science of education' does not imply that education is a 'science'. 'Education' is not a science in itself. In fact, education is not a discipline in itself. It is a human activity - an enterprise. The 'science of education' refers to the scientific inquiry of the human endeavor of education for human development towards self-realization and the value-life. Relatively recently, 'education' has come to stand for a field of study once called 'pedagogics', considered to be a subject matter and field of inquiry to be 'taught' and developed by further research
Educational institutions "The function of education in any society is the socialization of youth into the prevailing culture. On the one hand, schooling serves to integrate individuals into society by institutionaliz ing dominant value, norm and belief system. On the other hand, schooling provides the individual competencies necessary for the adequate performance of social roles. These educational systems are fundamental to the stability and functioning of any society."
Education as a force for liberation... 'libratory education'
Liberal education "The Greeks attained the concept of an education that was 'liberal' not simply because it was the education of free men rather than slaves, but also because they saw it as freeing the mind to function according to its true nature, freeing reason from error and illusion and freeing man's conduct from wrong".(Archimbault, R.(Ed) Philosophical Analysis and Education. 1965 p.115)
Education for freedom and democracy is education for self-determination. Education for self- determination is education for life. "During the eighteenth century, the ideas of freedom, democracy and self-determination were proclaimed by progressive thinkers; and by the first half of the 1900s these ideas came to fruition in the field of education. The basic principles of such self-determination was the replacement of authority by freedom to teach the child without the use of force, by appealing to his curiosity and spontaneous needs, and thus to get him interested in the world around him. This attitude marked the beginning of progressive education and was an important step in human development." (Erich Fromm)
What is needed today is an education which fosters the individual's ability to adapt to changing social conditions i.e. social adaptation or 'adaptability'. Adaptability for the human organism depends on the ablity to learn and relearn or 'adapt'... ability to adapt - 'adapt-ability' depends on education which emphasizes the learning process. Educational theory is based on motivation which is driven by learner interest i.e. 'intrinsic motivation'. Educational practice and theory or 'praxis' which is based on intrinsic motivation is education for self-empowerment and self-determination. Education for self-determination is education which fosters the child's positive self-concept - the true key to growth through learning i.e. 'libratory education'.
make mind-map with links from learning to ... psychology neurosciences health or 'wellness'
The Leonardo principles of education: ('Curiosita')... curiosity as an approach to life and the desire to continue learning throughout life ('Dimostrazione')... the testing of knowldge through experience ..persistence and willingness to learn from mistakes ('Sensazione')... the enlivening of experience with the continual refinement of the senses ('Sfumato')... a willingness to embrace ambiguity, paradox and uncertainty ('Arte/Scienza')... the development of balance between science and art, logic and imagination - 'whole-brain thinking' ('Corporalita')... the cultivation of grace, ambidexterity fitness and poise ('Connessione')... the recognition of and appreciaton for the interconectedness of all things and all phenomena - 'systems thinking' (paraphrased from Michael Gelb in How To Think Like Leonardo da Vinci: Seven Steps to Genius Everyday. London: Thorsons 1998 p.9 )
references:
Gintis in R.C. Edwards et al(eds) The Capitalist System. Englewood Cliffs, NJ: Prentice-Hall, 1972
Archimbault, R.(Ed) Philosophical Analysis and Education. London: Routledge & Kegan Paul 1965
EDUCATION FOR HUMAN DEVELOPMENT AND HUMAN VALUES... DEVELOPMENT OF THE MIND. "EDUCATING" FOR HUMAN DEVELOPMENT
Aim of education is to foster natural human development. The characteristic 'humanity' of the human organism - human self-development and self-fulfillment - is a natural outcome of the development of the 'mind'.
“The growth of a tree is dependent on its hidden inner aspect. The growth and success of a person's life depends on his inner development, the state of consciousness. If life is the tree, the various aspects of life - family, occupation, health, friendship, education - are the branches. The quality of a person's outer life- actions, achievements, relations with the world - depends on the inner life or mind - in the same way as the branches of a tree depend on the roots. For healthy branches, nourishment (water, minerals) is provided at the root... in all the operations of nature, development is from within. A tree, that is nourished by the rain of heaven and the moisture of the earth, assimilates its nutriment, not through its outer bark, but through the pores of its innmost parts. On this account the gardener waters, not the branches, but the roots." (J.A. Comenius The Great Didactic, quoted in Classics in Education Wade Baskin ed., New York: Philosophical Library, l966)
In the social manifestation of a rational value system, man's social and political activities and institutions create conditions to foster the development of productiveness. Their only purpose and end is the human's real interest - complete human development. The natural laws of human development constitute the guiding principles which are common to the three facets of a naturally wholistic philosophy of man: the 'science of man, the 'science of ethics, and the 'science of education.' The 'science of education' is directly related to the 'science of man'... human nature and science of ethics: if the aim of 'life' is to understand 'life', in understanding life, one can appreciate the common ground for human nature, ethics and education. The term 'science of education' refers to the scientific inquiry of the human endeavor of education for human development towards self-realization and the value-life... of the process of human development as it relates to the cultivation of the intrinsic value system of the human organism... Wholistic brain-based education for the optimal use of the brain's capacities forms the natural foundation for human intellectual and moral development. Science of ethics is basis for science education. Education is a human enterprise which connects the science of man with the science of ethics. Education is for the natural and innate striving towards the development and fulfillment of the individual's human potential...the aim of education is the development of the individual's human 'nature' or human 'potential'; education is the development of the individual's human 'values' or 'humanity'; ... natural outcome of the brain-based affective and mental processes of the biological human organism...brain-based thinking processes of 'homo sapiens', the biological organism. Education for human self-development and self-fulfillment is based on the natural wholistic functioning of the human brain. Education is the natural outcome of the brain-based thinking processes of 'homo sapiens', the biological organism. Human evolution is rooted in man's adaptability and in certain indestructible qualities of his nature which compel him never to cease his search for conditions better adjusted to his instrinsic needs. In striving for 'self-realization', the natural development of human nature aims for the full maturation of the naturally inherent human potential for better adjustment to his instrinsic needs. Science of education is based on the science of ethics. Science of ethics is based on the science of man and human nature. The 'science of education' refers to the study of the process of human development as it relates to the cultivation of the human being's intrinsic value system. A 'science of ethics' and a 'science of education' are both concerned with the full development of the individual's powers and potentialities in the process of becoming fully human. In order to achieve his full human potential as a human being, the individual is instinctively aware of his own basic biological and psychological needs which must be satisfied in order for him to achieve his full humanness, his potential as a 'whole' human being. Consequently a 'science of ethics' and a 'science of education' both depend on the knowledge of human development for the knowledge of the real needs of the developing human being. Both depend on the 'science of man' (science of human nature) as a basis for determining what constitutes man's natural and real 'self-interest, his natural interest in his real self, not in terms of material success but in terms of living an ethical life of human fulfillment. Human development involves 'learning' and education. "Learning is a feature of human development Science of ethics is basis for science education. Social intelligence is the aim of science of ethics and required for science education. Social intelligence is the prerequisite for health which results from nondistorted perception of reality which does not perceive dichotamies. Psychological health - 'self-actualization'- is prerequisite for social intelligence and healthy society and culture. Self-realization is the aim of the natural process of human development ('science of man'); it is the aim of the natural educational process ('science of education'); and it is the aim of natural humanistic ethics ('science of ethics.') .each of these three 'sciences' is directly involved with the study of human development... the natural laws of human development constitute the guiding principles common to the different facets of a naturally wholistic perspective human nature. The question on the purpose of education becomes directly related to philosophical speculation about the nature of humanity and the nature of virtue. The so-called 'science of education' becomes directly related to the 'science of man' and the 'science of ethics'. Education is for the natural and innate striving towards the development and fulfillment of the individual's human potential, the natural outcomes of the brain-based thinking processes of 'homo sapiens', the biological organism. Education for human self-development and self-fulfillment is based on the natural wholistic functioning of the human brain. In striving for 'self-realization', the natural development of human nature aims for the full maturation of the naturally inherent human potential for better adjustment to his instrinsic needs.
SCIENCE OF EDUCATION IS BASED ON THE SCIENCE OF ETHICS. Education for the inculcation of the values of the culture Has 'survival value' for the individual in the cultural context - connect values with education Education for the inculcation of the values of the culture ( biological basis of 'ease of indoctrination')
The 'science of education' refers to the study of the process of human development as it relates to the cultivation of the human being's intrinsic value system.
By universal consent, the supreme goal of education is to develop in the child the seeds of humanity which he contains." (Emile Durkheim, 1938. The Evolution of Educational Thought, London: Routledge& Kegan Paul. Translated by Peter Collins 283)
"Insights from transpersonal psychology can be applied to our ordinary waking state of consciousness." (page 228-233 Thomas Roberts 'Education and Transpersonal Relatio
"Full maturation of the 'productive' character and the individual's self-realization is the aim of the biological process of human development and therefore of education and humanistic ethics." (Fromm Man for Himself 84)
theme: The aim of education is the full maturation of the 'productive' character and the individual's self-realization. Education is for the development of human nature and human values. A natural philosophy of education... aim of education is to foster natural human development. Human evolution is rooted in the human capability for adaptation... certain indestructible qualities of human nature which compel the organism to continue to search for conditions which better suit intrinsic needs
AIM OF EDUCATION: SELF-DEVELOPMENT FOR RESPONSIBLE FREEDOM which depends on critical consciousness (MATURITY AND CONGRUENCE OF PERSONALITY)
Aim of education is the development of the individual's 'critical consciousness'... to cultivate open-mindedness and intelligence... acquiring knowledge, intelligence depends upon an alert curiosity. The cultivation of intelligence depends on freedom to exercise curiosity. Responsible freedom depends on critical consciousness Critical consciousness is the necessary prerequisite for accurate perception of the cultural environment... the basis of freedom and individuality
The aim of education is the development and fulfillment of the individual's human potential - the cultivation of the individual's human capacities for critical consciousness, for self-actualization, for love and compassion, for justice and fellowship, for humanity and justice, community, joy.
the key to motivation is recognition of the developmental needs - not only the basic physiological and psychological needs but the spiritual needs or 'metaneeds'. The person's intellectual and spiritual needs, like the basic needs, have a biological basis. The 'basic needs' of hunger and thirst are physiological needs for the physical survival of the human organism. The 'basic needs' for reproduction are physiological needs for the survival of the species. 'Metaneeds', the so-called 'higher needs' for transcendance, religion, esthetics and philosophy, are intrinsic to every human organism and therefore have a biological basis. The metaneeds are psychological and related to consciousness... they determine the organism's perception and level of awareness. The metaneeds are associated with healthy psychological development which is the prerequisite to the person's full functioning as a socially intelligent being. For the social human organism, they are basic needs for successful adaptation to a social enviroment. The psychological development of the human organism presupposes the cultivation of positive 'healthy' mental components and the discouragement of negative 'unhealthy' ones. The psychological development of the human organism presupposes the cultivation of positive 'healthy' mental components and the discouragement of negative 'unhealthy' ones. The degree of a person's mental health is determined by the balance of 'healthy' and 'unhealthy' factors. The question on the purpose of education is directly related to philosophical speculation about the nature of humanity and the nature of virtue. 'science of education' becomes directly related to the 'science of man' and the 'science of ethics'. The greatness of the human personality begins at the hour of birth.... education must start from birth... 'Education' must be understood as a help to the unfolding of the child's inborn psychic powers. The child's true constructive energy, a dynamic power, has remained unnoticed for thousands of years....From the earliest dawn of man's life on earth, these energies have been repressed and nullified...It is the child himself who presents us with revelations of man's spirit. The human organism is naturally meant to survive in humane societies based on human needs - not inhumane societies based on political and economic theories which do not account for human needs. Human survival depends on intelligence and the ability to learn. Modifications are wrought within the biological organism by the cultural environment...Human nature - biological basis and modifications from culture...Values - biological basis (for survival) and modifications from culture: social norms etc. Education - biological basis and modificatins from culture: 'functional' language subconsciouly reflects the thought patterns of the mind and therefore of the brain... reflects the individual's perception of the social environment ...results from the natural biological function of the brain as an organ of learning
Education for human self-development and self-fulfillment is based on the natural wholistic functioning of the human brain.
Education should involve the formation of character as well as the acquisition of knowledge. Education implies the simultaneous development of the intellectual and the moral life
"In a student-centered educational setting, students discover what it means to be autonomous, spontaneous, creative, and self-disciplined in their efforts to reach their own goals. With hard work, frustration and perseverence they learn the satisfaction of responsible freedom. They gain in personal psychological maturity, learn mutual respect and the values of cooperation and friendship." (Carl Rogers. Person to Person. Lafayette CA: Real People Press 1967. page 57)
The question "what is the aim of education?" (or "what should students know in the future?") is asked within the framework of a prevailing paradigm or worldview. In the framework of the Cartesian-Newtonian worldview, educational aims have been formulated in terms of 'outcome' and 'process.' For practical purposes, the outcome of education and the process of education have been viewed as separate topics. The outcome of education has been defined in terms of content and the acquisition of information. The process of education has been defined in terms of teaching methods and learning strategies.
The question 'what is the aim of education?' has been asked in the context of what is 'best for democracy' (Dewey) or best for 'society'. What is the aim of education for society? 'The society' is perceived as an entity separate from the individuals who make it up. As pointed out by Korzybski (Science and Sanity), "the word is not the thing". The word 'society' refers to the group of individuals of a community who share a given set of constructs, values and techniques which together are referred to as a 'paradigm'. (Kuhn, The Structure of Scientific Revolutions, Unviversity of Chicago Press, 1970)
In the context of the old paradigm - what is good for society - the implication of the question is that the aims of education should be formulated in terms of what 'society' needs most. Educational goals are set within the framework of a prevailing worldview or paradigm. Critical to educational policy is the following question: 'which worldview is shaping the goals of education?' Information is presented and reflected upon within the context of an accepted worldview. In the past, the worldview of empirical science has been shaping the goals of education., This worldview is now being challeneged by the worldview of wholistic science. The goals of education are being shaped by the new wholistic science. Education for the needs of each individual human organism fosters growth and results in vision and wisdom. Wholistic education as education for complete emotional and intellectal development would further the aim of wisdom and vision as well as professionalism. What is needed is the furtherance of the appreciation of the 'value-life'.
The formulation of 'aims of education' within the paradigm of what is 'good for the society' is bound to be misleading. Attempts to formulate 'aims of education' within the context of a paradigm which is inappropriate must ultimately fail. Attempts to formulate 'aims of education' for the 'society' without regard or respect for the needs of those individuals who make it up must ultimately fail. In dealing with problems of society and education, the tendency is to deal with outer structures and forms. But the structures and forms are created by individuals and depend on their levels of consciousness.
Within the context of the new paradigm, the formulation of educational aims does not necessitate the separate consideration of outcome and process. 'Content' as information is considered in terms of its significance. The content of one field is regarded in terms of its relationship to others. 'Process' as method is considered in terms of making associations and extending relationships. In a theoretical study of the learning process, 'content' and 'process' are considered simultaneously. Within the framework of the new paradigm, content and process are interrelated. Educational aims are formulated in terms of the interrelationship between the objective content and a subjective process. The aim of education for students is defined in terms of their need to apply what they learn to an understanding of themselves and their world.
Thus a more intelligent approach would be to deal with the implementation of methods which would enable individuals to improve themselves through their own inner development, the basis for their success and happiness.
Progress can be made in the 'science of education' if old questions are asked within the context of a new paradigm.
Education Latin 'educare' literally translated as 'to bring out of' or 'to lead forth' ... educating bringing knowledge forth from the unconscious into awareness....this is self-knowledge (the source of this knowledge the growth process of all life...biological evolution...)
WE NEED AN EDUCATIONAL PHILOSOPHY THAT WORKS (EDUCATION FOR LIFE) One philosophy which has been at the core of the education of the European ruling classes for years is based on the belief that "self-knowledge is the only basis of true knowledge." "In this system at every age, the child finds himself alone with a problem to solve." In the American society and the American school system, we take away from the children the time which they need to develop self-knowledge. Children must be trusted with independent study from a very early age. Their privacy and solitude must be respected. Curricula must be developed which enable children to cultivate self-knowledge and self-reliance.
THE FAMILY BECOMES THE MAIN ARENA FOR EDUCATION. The family becomes the main arena for education.
The supreme goal of education is to develop in the child the seeds of humanity which he contains. The goal of education is the cultivation .. development of the individual's human capacities for critical consciousness, ... critical consciousness is the necessary prerequisite for accurate perception of the cultural environment, reality the basis of freedom and individuality within a cultural context. Education is development of the mind Education for survival in a cultural environment for critical consciousness...Critical consciousness is necessary for survival - necessary to distinguish between 'operative' values which are in his true self-interest and 'conceived' values - the cultural values which may not be in his true self-interest. ... education is the 'development of the mind'...the basis of humanity. Education which is responsible to the human organism is education for critical consciousness - education for inner freedom. Education is a human enterprise involved with the development of human potential and human values. Full maturation of the 'productive' character and the individual's self-realization is the aim of the biological process of human development and therefore of education and humanistic ethics Education as the fostering of natural human development. 'Education' is not a subject matter in itself. 'Education' is a complex problem - a 'perennial practical problem' which always involves speculation. The nature of the speculation depends on the context in which speculative questions are asked. The concept of 'education' is a unifying theme which connects the scientific inquiries of human nature and human values, the 'science of man' and the 'science of ethics'. ...
As a 'non' subject area, education is a unifying concept which connects other subjects areas and other ideas as well.'Education' is a theme which connects other great ideas such as virtue, truth, knowledge, science, mind, man, nature and so on. As a 'non' subject area, and as a 'non' idea, education is a unifying theme which connects other subjects areas, other ideas and other themes as well. and other themes as well....opinion, art, desire, will, sense, memory, habit, change, progress, family, state, The so-called 'science of education' is directly related to the 'science of man' and the 'science of ethics'. As a unifying theme, education connects the science of man with the science of ethics. The aim of education is the development and fulfillment of the individual's human potential, the individual's humanity. natural outcome of the brain-based thinking processes of 'homo sapiens', the biological organism. The term 'science of education' does not imply that education is a 'science'. 'Education' is not a science. In fact, education is not a discipline in itself. It is not meant to refer to an area of knowledge or even to an idea. (Syntopicon, chapter twenty, editor-in-chief Robert Maynard Hutchins) 'Education' is a theme which connects other great ideas such as virtue, truth, knowledge, science, mind, man, nature and so on. As a 'non' subject area, and as a 'non' idea, education is a unifying concept which connects other subjects areas and other ideas as well. Discussion about 'education' is problematical because it involves speculation as well as rational discourse. As a complex problem, education can be discussed in many different contexts. .. A specific question about 'education' is meaningful only if it is asked in the context of some other 'subject matter'. Questions about education are valid when raised within a specific context. The question 'what is the purpose of education?' should be qualified. In what context is the question being raised? The question is answered in different ways depending on the context in which it is raised. Consider the question "what is the purpose of education?" In the context of government, the purpose of education is to serve the state if the good of the state takes precedence over individual happiness...there is general agreement that education should be concerned with preparing the individual in both thought and action for a future station in life.. ...great thinkers of the past, the aim of education should be the individual's development as a good person and as a good citizen... ...it is commonly held in all ages that the purpose of education should be the natural development of 'excellence'; the ultimate purpose of education is the happiness of the individual and the welfare of the society. Education should aim to make men good as men and as citizens. Education is for the individual's moral and intellectual development. Education is for the individual's moral and intellectual development. So-called 'liberal' education is for the development of the individual's 'humanity'. 'liberal' education was meant as an end in itself, and not as a means for enslavement. Liberal education - education for freedom originally referred to education for free men... for the individual's own good - as distinct from education for slaves ...for enslavement by other human beings. The Greeks' concept of 'liberal' education was not only the education of free men rather than slaves, but also as education which would free the mind to function according to its true nature... which would free reason from error and illusion and free a person's conduct from wrong. Liberal education still means education for freedom. Education for the individual's moral and intellectual development is an end in itself and not a means for enslavement. The purpose of education is the self-development and self-fulfillment of the individual's human potential for knowledge and for virtue. The purpose of education is the natural development of the individual's 'humanity'. The speculative nature of education accounts for the confusion in the debate about the priorities of education. 'science of education' is the study of the process of human development and the cultivation of the intrinsic value system of the human organism...