What is Education?

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What is education? A seminal question that has been raised since ancient times. Certainly, the Ancient Greeks (Athenians) had an idea of how education worked take your upper class males, teach them to read, write, quote literature, play and instrument, and become a proficient athlete. The purpose was to study to become an effective citizen, not for a trade. Females learned basics enough to manage a household, rarely more; males of the upper classes learned to participate in society, others learned a trade or became what their fathers had been, etc. (farmers, metalworkers, fishermen, etc.) (Konstam, 2003, 94-5). Traditionally, education in the United States holds that it is facts that are important, as opposed to a way of thinking and utilizing those facts. The teacher lectures, the student reads, the student regurgitates, passes, and the cycle continues. Are there alternatives to this approach that will push educational theory beyond the bounds of such a narrow focus? And if so, why are these theories seen as delaying adulthood? In the modern era, it is the process of education that must be continually reinvented to be relevant for society. These demands are more robust that those of a century ago workers at most levels must have not only basic skills but technical acumen, flexibility, creativity, independence, judgment of quality, and certainly subject matter knowledge. This theory is actually based on two basic assumptions: 1) all learning includes two different types
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