Education, Meaning, Aim and Function
The process of defining the meaning of Education is to problematize its lexicology and re-conceptualize it. An example is illustrated from real day-life. A multinational company involved in the making of advanced pharmaceutical products decides to get rid of its wastes in a cheaper manner rather then waste-treat them. They dump the wastes around the coast of a poorer African continent based on the company’s policy of maximum profits. Are the board of directors in the company educated? They are, one can assume for rhetorical comfort. An illiterate, native-tribe living in the rainforest jungles of Papua New Guinea doesn’t know the meaning of Environmental jargon: ‘Reduce, Recycle & Reuse’; yet, they conserve and sustain the environment, based on the level of skills known to them. Are the people of the rainforest uneducated just because they are illiterate?
The problems connected with narrowness of meaning called Education emerge within the contextuality of the above mentioned examples, and the conceptual difficulties involved in attempting to centre meaning upon Education is by all means complicated. So the meaning of education has to emerge from this narrowness to the broadness of meaning. In its broadness of meaning Education is the process of ‘stimulating’ the ‘person’ with Experiences, Language and Ideology, beginning from the time of birth and continuing till the time of death. This meaning of Education would give rise to the Aim, as disseminating formally, non-formally, culturally, nationally, scientifically and ritually-skills, literacy, knowledge, norm and values, as pedagogies of the institutions giving rise to the aim. This aim would be directly related to the perpetuation of that Society as an ideological structure. Aim would again determine the Function of Education The function of Education would be thus related to how meaning and aims are synchronized into processes called experience of application. The thesis statement of this paper is developed on three levels-one, the meaning of education as the stimulation of person a with language, experiences and ideology-two, aim of education being dissemination and perpetuation, and three, function, as synchronized processing.
The development of the Meaning of Education as a stimulation of a person from birth to death with language, experiences and ideology makes the person, a Being of the process as an Ontology. This process starts right from birth as affective language, for example, a mother’s cooing, to a process where the person becomes a cognitive structure, as I-the speaking subject or ego-subject. Here, the individual undergoes the norms, traditions of the society’s culture and learns to adapt and appropriate the symbolic codes of the society. Along with this process, the individual also learns to formalize his or her adaptation and appropriation to a literacy process i.e. developing skills and competencies. Thus we find that the Meaning of Education to be multi-leveled as well as multiple -oriented, through both formalist and non-formalist institutions of society. The formalist institutions which procreate the Meaning of Education are the Schools, the Government, Law and Order etc. Other formalist institutions like family, religion and native-traditions can work both openly as well as silently to orient an individual to the meaning of experience as the educated. For example a mother’s oral transmission of a folk song to the daughter is silent whereas a marriage function is a more open aspect as the performance of a culture’s pedagogy. Thus language and experiences generate the codes for that society to experience the Meaning of Education, making possible for ideologies to exist.
Thus the meaning of Education would give rise to the Aim, as disseminating formally, non-formally, culturally, nationally, scientifically and ritually-skills, literacy, knowledge, norms and values as pedagogies. Dissemination would mean the spreading of the Society’s cultural norms and values. It would also mean the spreading of Nationalism as democratic-pluralism, multiculturalism, diversity and celebration or its reverse as intolerance, authoritarianism through pedagogies; it is also the development of systematized pedagogies- promoted as theoretical and applied within the Society’s Scientific and Technocratic institutions.
The Aim of Education would be directly related to the perpetuation of that Society as an ideological structure. The contemporariness of perpetuation would answer the questions related to the aim of Education being: empowerment, sustainability, preservation, minimization, conflict resolution, creativity and innovation.
The Aim of Education as well as the Meaning of Education give rise to the Function of Education as meaning, that is the synchronized processing of Aim and Function into a materialist, operational process. Synchronization of the Meaning and Aim of education takes places at various levels action. They are Making, Transmission and Implementation and Cultural-Simulation. At the Making level, the Function of Education is connected with ‘Policy Formulation’ related to the Meaning and Aim of Education. Policy Formulation can reflect on multiple issues like development, sustainability, scientific progress, promotion of rights, dignity and culture, energy management, disaster management, peace and conflict resolution. Once policies are made they are transmitted and implemented through the society’s institutional structures like the legal system, the education system, the society’s welfare management etc. Cultural-simulation takes place both formally and non -formally as society’s religious, cultural and familial institutions. They perform many social and cultural roles within the home as well celebration or mourning for an occasion.
To conclude, it is pertinent to summarize the thesis developed that is, the Meaning of Education has been broadened to involve the stimulation of a Person, with Language, Experiences and Ideology. The Meaning of Education becomes vital to the Aim of Education as dissemination and perpetuation. The Meaning and Aim of Education becomes synchronized into the Function of education as Making, Transmission and Participation.
Education – Public Vs. Private
Another continuing battle in the world of education and politics is public versus private education. The arguments for and against each are compelling. This is another one of those debates where there is no winner or loser, right or wrong, though there are those who disagree. We’ll present each side of the argument without taking one side or the other.
The obvious arguments for a private education is the quality of that education itself, or at least so the supporters say. Supposedly, a child who goes to a private school gets better teachers, newer books, individualized attention, smaller classes and the so called better class of person to share his pencil case with. The person who goes to a private school doesn’t have to worry about being picked on by bullies. Private schools are simply the ideal utopia for your young child.
The arguments for public education are not as obvious, especially with all the bad press that most public schools get. But one thing that most people don’t realize about public schools that is not true about private schools is that a teacher must be certified by the local educational association. This is not true about private schools. So while the general theory is that you will get a better quality of teacher in a private school simply because of the nature of the school itself, this is not necessarily true.
But the biggest argument for public education really comes down to money and the community. Unfortunately, the money that is allocated to a public school is based on the attendance of that school. If that majority of students in the area go to private schools then the attendance at public schools drops which causes a drop in their funding. This doesn’t just affect the school system itself but the community as well. The less money the schools get, the less money the community gets. What then happens is that the children who go to the public schools don’t get the education that they are entitled to because they don’t have enough money.
This leaves the parents of the child about to attend school with a difficult decision to make and that’s only if they are even aware of this problem. And that is where the problem itself begins. Parents are not informed. They think that sending their children to private schools doesn’t affect them any more than just the money they have to pay for their education itself. In the process of doing this they are taking money away from their community and ultimately lowering the standard of living in the community.
For everything in life there is always a trade off. The debate between public and private education will continue, with both sides fighting hard to get their share of the pie; public schools fighting for more funding and private schools fighting for vouchers so that more kids can afford to go to private schools. The truth is, until these two institutions can find a way to coexist with each other, there will be no winner in this war.
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