Defining Education: Core Concepts and Processes

Defining Education

Numerous definitions of education exist in pedagogy. Certain criteria and concepts help determine if something qualifies as educational.

We will redefine theoretical terms based on their place within a theoretical language, examining their “nomological network”—the logical criteria governing their use.

Defining terms in relation to others fulfills three functions:

• Defining the phenomena the term refers to.
• Establishing when to use a different term.
• Clarifying criteria to distinguish phenomena and apply the appropriate term.

Training is the core concept unifying the theoretical language, with nine other terms relating to learning.

We reject “educational” learning that disregards student freedom and dignity. Not all learning is educational.

Indoctrination and Conditioning

Indoctrination involves the agent’s intention to implement their own ideological convictions and partitioning learned content.

In conditioning, a response is learned through stimulus.

Both are driven by an external agent, without the learner fully understanding the process.

Manipulation

Manipulation involves a hidden agent manipulating reality.

Awareness of the learner distinguishes manipulation from influence attempts, essential for education.

Without considering the agent’s intention, the line between indoctrination and instruction blurs.

Instruction

In instructional learning, rational justification may be lacking, but the agent has no manipulative intent.

These lessons can form the basis for developing a conceptual schema.

Training and Indoctrination

Indoctrination and training involve learning a skill through repeated practice.

All processes share learning as a result.

Teaching

Teaching is central, resulting in learning that respects student integrity and intellectual freedom.

Student-led learning can determine if learning is “education.”

Training Concept

Training is development from within, enhancing instruction.

Education refers to will and action, while training is reduced to knowledge.

Criterion of Content

Education leads the learner to a desirable situation, incorporating moral values.

Lifelong education is distinguished by this incorporation.

Education involves learning valuable things and developing a conceptual framework.

Certain training models can be undesirable due to reprehensible moral content or lack of practical application.