UNIT 1 CONCEPT AND NATURE OF

EDUCATION
Structure
1.1 Introduction
1.2 Objectives
1.3 Concept of Education
1.3.1 Etymological Derivation of Education
1.3.2 Definitions of Education and its Analysis
1.3.3 Narrow and Broader Meaning of Education
1.3.4 Nature of Education

1.4 Goals and Aims of Education

1.4.1 Individual Aim of Education
1.4.2 Social Aim of Education
1.4.3 Democratic Aim of Education

1.5 Cultivating Values through Education

1.6 Education as Differentiated from Schooling, Learning, Instruction,

Training, Teaching and Indoctrination

1.7 Let Us Sum Up

1.8 References and Suggested Readings

1.9 Answers to Check Your Progress

1.1 INTRODUCTION
Education is a never ending process. It starts from the very beginning of one’s
birth and continues till the death. At every moment of our life, we learn something
that may be at our home, at the school, in the society, at the workplace, and many
other places. Education helps us to realise our potential abilities and helps use
those in our actions. Education is a powerful instrument to modify our behavior
and it also makes us realize our own self. The aims of education are also very
wide in their scope and cater to individual and social need of an individual. The
most important aspect of education is to cultivate values among the human beings
through schooling, instruction, training and teaching.
In view of the above, the present Unit will help you to understand the concept
and nature of education. It will also help you to understand the aims of education
for the development of individuals and the society. Finally, this Unit will help you
to differentiate the concept of Education from Schooling, Learning, Instruction,
Training and Indoctrination.
All of us know that education is an important aspect of our social life. Parents
irrespective of different socio-economic background want their children to get
good education. Government wants that its citizens must get good education.

Dr. Niradhar Dey, Assistant Professor, School of Education, IGNOU. 9

Concept and Nature of
Education 1.2 OBJECTIVES
After going through this unit, you should be able to:
 define education with its derivations;
 explain the concept and nature of education;
 discuss the individual, social and democratic aims of education;
 describe the processes to cultivate values among the learners through
education; and
 explain the concepts of ‘schooling’, ‘learning’, ‘instruction’, ‘training’, and
‘indoctrination’.

1.3 CONCEPT OF EDUCATION

In layperson’s language, we understand education is a capacity that helps an
individual to lead him/her from ‘darkness to light’ or from ‘ignorance to knowledge’.
More specifically, education helps individuals to acquire information and knowledge;
makes them conscious and adjust to different situations; and also change their
behavior from undesirable to desirable. John Dewey explains education as a
process of living through a continuous reconstruction of experiences. It means the
experiences are not static; rather the experiences are reconstructed, which means
education helps us to reconstruct our experiences. Dr. Sarvepalli Radhakrishnan
says ‘Education in Indian tradition is not merely a means of earning a livelihood,
not only a nursery of thought, or a school for citizenship, but it is ignition into the
life of sprit and training of human souls in the pursuits of truth and the practice
of virtue’.
The above discussions depict that:
 Education helps individuals to continuously reconstruct their own experiences.
 Education contributes to the complete development of human beings.
 Education not merely prepares individuals to earn their livelihood but also
purifies their soul and mind and enables them to experience the truth and
virtues of life.
Let us try to understand the meaning of the concept of education from the
etymological point of views.

1.3.1 Etymological Derivation of Education

The word ‘Education’ has been derived from the Latin words ‘Educare’, ‘Educere’
and ‘Educatum’. The word ‘Educare’ means to ‘nourish’ or to ‘bring up’. The
word ‘Educere’ means to ‘lead forth’ or to ‘draw out’. The word ‘Educatum’ is
composed of two terms, i.e. ‘E’ and ‘Duco’. Here ‘E’ means, a movement from
‘inward’ to ‘outward’ and ‘Duco’ means ‘developing’ or ‘progressing’.
When we analyse the above etymological derivations, we can infer that ‘Education’
nourishes or brings up the children for complete development of their personality.
‘Education’ can lead them from ignorance to knowledge. Further, ‘Education’
helps them develop and express their inward abilities.
10
‘Education’, can also be defined in terms of Sanskrit words ‘Shiksha’ and ‘Vidya’. Concept and Nature of
Education
The word, ‘Shiksha’ is derived from ‘shah’ which implies, ‘to control or to
discipline’. The word, ‘Vidya’ is derived from ‘Vidh’ which implies ‘to know’. So
the Sanskrit words ‘Shiksha’ and ‘Vidya’ are synonyms to the word ‘Education’.
Thus ‘Education’ provides knowledge and makes oneself disciplined’.
Let us now discuss some of the definitions of ‘Education’ given by the great
educationists.

1.3.2 Definitions of Education and its Analysis

Both Indian and western thinkers have defined the concept of education. Let us
analyse a few of them.
Indian Thinkers:
‘Education is something, which makes the person self-reliant and self-less’.
Rigveda
‘Education is for liberation’.
Upanishad
‘Nothing is more purifying in the earth than wisdom’.
Bhagvat Gita
‘Education means training for the Country and love for the nation’.
Kautilya
‘Human education means the training which one gets from the nature’.
Panini
‘Education is the manifestation of divine perfection already existing in man’.
Swami Vivekananda
Education is the all-round drawing out of the best in child and man - body,
mind and spirit’.
Mahatma Gandhi
The highest education is that which does not merely give us information but
makes our life in harmony with all existence’.
Rabindranath Tagore
‘Education which will offer the tools where by one can live for the divine,
for the country, for one-self, and for others and this must be the ideal of
every school which calls itself national’.
Sri Aurobindo
Western Thinkers:
‘Education is the child’s development from within’.
Rousseau
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Concept and Nature of ‘Education means the bringing out the ideas of universal validity which are
Education
latent in the mind of every man’.
Socrates
‘Education is the capacity to feel pleasure and pain at the right movement’.
Plato
‘Education is the creation of a sound mind in a sound body’.
Aristotle
‘Education is the natural, harmonious and progressive development of man’s
innate powers’.
Pestalozzi
‘Education is the complete development of the individuality of the child’.
T.P. Nunn
‘Education is the process of living through a continuous reconstruction of
experiences’.
John Dewey
When we analyse the above definitions of Education, we infer the following
characteristics of education.
 Education makes the individual self-less, self-reliant, liberated from worldly
bondage, and manifests the divine perfection already existing in him/her.
 Education makes the individual realize the divine and work spiritually.
 Education trains individuals for the country and inculcates in them love for the
nation.
 Education makes our life in harmony with all existence.
 Education prepares oneself for the society as well as for the country.
 Education helps individuals to adjust to various situations, both favourable
and unfavourable.
 Education helps individuals to live through continuous reconstruction of new
experiences.
 Education is the natural, progressive and harmonious development of the
individuals in body, mind and spirit.
Activity 1
From the above definitions of ‘Education’, write the name of the educationist(s)
against the key points that they have mentioned in their definition:
Individual and all-round development:
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 Concept and Nature of
Development for the Country: Education
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Spiritual and divine development:
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1.3.3 Narrow and Broader Meaning of Education

Education can also be explained in its narrow as well as broad sense. According
to narrow meaning of education, education means teaching-learning activities taking
place in the formal system of education. Education that we receive from the
formal school system explains narrow meaning of education. Under narrow meaning
of education, curriculum, teachers, students, time tables, teaching methodologies,
teaching materials, evaluation processes are covered. The acts of teachers and
students in which teachers provide knowledge as per of the defined curriculum
and students receive knowledge whatever is taught to them in the school comes
under the narrow meaning of education. In the narrow setting of education, students
get very less scope to exhibit themselves and also get less opportunities to transform
their potential aptitudes into visible abilities. But this idea of education has been
criticized as it is very limited in scope. The acquisition of knowledge is not the one
and only purpose of education, but definitely formal education system is one of
the prominent aims of education.
On the contrary, broader meaning of education refers to all the life experiences
that the child receives at school, home, society, etc. Education that a child gets
from formal, informal and non-formal systems of education comes under the
broader sense of education. The broader meaning of education explains education
as a continuous process. As earlier discussed, the process of education starts
from the birth and continuous till the death. All experiences of life that an individual
gets while interacting with the family, friends, peers, playmates, environment, club
members, social gatherings, culture and festivals, teachers and mentors help him/
her to mould his/her behavior and personality. All these experiences came are the
wider meaning of education.

1.3.4 Nature of Education

The nature of education is very wide and complex. This can be understood from
the definitions and explanations given in the earlier section. Let us discuss the
specific nature of education.
 Education is a Lifelong Process: The process of education starts from the
very beginning of birth and continues till the death. It includes all the
experiences that an individual gets during his/her life time. Continuous
reconstruction of experiences is a life-long process of education.
 Education brings Development of the Country: Education brings the
changes in the society and development of the country. The development of
the country depends on how established its education system is. Education
is a means of earning one’s livelihood. Education helps individuals to earn
their livelihood. Therefore, it comes under ‘bread and butter’ aim of education. 13
Concept and Nature of  Education is a Tri-polar Process: The process of education is not limited
Education
to the teacher and the students (bi-polar process); rather it includes the
society as well. Every educational action is for the betterment of the society.
Education is, therefore, a tri-polar process, in which there is regular interaction
among teachers, students and the society. The ultimate beneficiary of every
educational action is the society.
 Education brings all Round Development of the Personality: Education
brings all round development of the personality of the individual. It includes
physical, mental, social, emotional, aesthetic, moral, economic and spiritual
development of the individual. Lack of development in one aspect hinders
development of total personality. For achieving this goal, emphasis is given
in our school curriculum for all round development of individual personality.
 Education prepares individuals to live their life: The broader aim of
education is not only to educate individuals for their intellectual development
but to make them able to live their lives. It helps individuals acquire knowledge
and skills to engage themselves in world of works and acquire the skills
required for living their lives. Interacting with people, dealing with various
situations, maintaining socio-emotional balance, acquiring life skills, values,
etc. help them to prepare for their lives. It helps them to acquire ten core
life skills given by the World Health Organisation (WHO) such as self-
awareness, empathy, critical thinking, creative thinking, decision making,
problem solving, effective communication, interpersonal relationship, coping
with stress, and coping with emotion.
 Education prepares citizens for the country: Education trains and prepares
the citizens to work for the country and develop patriotism for their country.
Therefore, citizenship education is a part of every education system and gets
practiced in school curriculum.
 Education is a Systematic Process: Education is a systematic process
wherein teacher (Guru) provides students (Shishyas) new knowledge by
organizing varieties of teaching-learning activities.
 Education is an Art as well as a Science: Education is both an Art and
Science. As discussed earlier education is a systematic process. It means,
certain methods, techniques, strategies, curriculum, resources, etc. which are
used to teach the students. When we apply the above methods and techniques
in our teaching, we follow certain systematic process and scientific principles
to teach the students. Hence, it is said that ‘Education is a Science’. On the
other hand, teaching varies from teacher to teacher in their ways of
presentation, citing examples and illustrations, articulations, etc. which constitute
art of teaching. Therefore, ‘Education is also called as an Art’.
Check Your Progress 1.1
Note: a) Write your answer in the space given below.
b) Compare your answers with the ones that are given at the end of
the Unit.
1. Discuss the etymological derivations of the term ‘education’.
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14 ............................................................................................................
 Concept and Nature of
2. Explain the meaning of the terms Shiksha and Vidya. Education
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3. Cite one example each of narrow and broader meaning of education.
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4. Explain how ‘Education is a tri-polar process’.
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1.4 GOALS AND AIMS OF EDUCATION

The goals and aims of education are not limited in their scope. Keeping in view
different goals of life, the aims of education may also be different. Aims of education
may be immediate or ultimate. Immediate aims of education are achievable in a
short span of time; say just after the accomplishment of an academic programme,
whereas it takes a very long time to achieve ultimate aims. For example, arranging
bread and butter for one’s living and ensuring shelter, health and security for
oneself are the immediate aims of education, whereas, achieving aims like ‘national
integration’, ‘emotional integration’, ‘universal brotherhood’, ‘international
understanding’, etc. are the ultimate aims or goals of education. These are broad
aims of education.
Aims of education may be specific in terms of achieving individual requirements
or they may be broad to achieve the requirements of the society or the nation.
In this section, we will discuss the details of individual and social aims of education.

1.4.1 Individual Aim of Education

According to individualist thinkers, an individual is greater than the society. Individual
aim, therefore, emphasizes the development of individual to his/her fullest capacities.
T.P. Nunn, the ardent supporter of this aim emphasized ‘nothing good enters into
the human world except in and through the free activities of individual men and
women and that the educational practice must be shaped to accord with this
truth’. (Quoted in Saxena and Dutt, 2009).
The above statement emphasizes that education should develop individuals
according to their interests, capacities and specialties. Naturalists advocate that
essential aim of education is the independent progress of an individual. The
educationists like Rousseau, Pestalogy, Frobel, T.P. Nuun, and others have given
emphasis on individual aim of education. Individual aim of education has both
narrow and wider meanings. Let us understand narrow and wider meanings of
individual aim of education. 15
Concept and Nature of Narrow Meaning of Individual Aim of Education:
Education
The narrow meaning of individual aim of education emphasizes all-round and
natural development of the individual. Individual aim of education is based upon
the principles of naturalist thinking on education. T.P. Nuun in his book, ‘Education’,
has mentioned, ‘Education must secure conditions under which individuality is
most completely developed’. Thus, narrow meaning of individual aim of education
emphasizes imparting education according to individual’s interests, inclinations,
capacities, and needs so that he/she is able to choose a vocation according to his/
her nature. This is called narrow meaning of individual aim of education as it
focuses only on the development of the individual for better living and fulfilling his/
her individual needs.
Wider Meaning of Individual Aim of Education:
On the contrary, the wider meaning of individual aim of education emphasizes the
individual development of the human being which contributes to the development
of the society. As the individual is a component of the larger society, the development
of individual has no meaning without development of the society. Therefore,
development of the society is as important as the development of individual child.
T.P. Nuun highlighted that education of the individual should be planned with a
view to achieving individual good as well as the good of the society of which he
is an integral part. Further, T.P Nuun mentions, ‘Education should help the child
to make his original contribution to the variegated whole of human life as full and
as truly characteristic as his nature permits’. (Quoted in Saxena and Dutt, 2009).
The statement emphasizes that the contribution of individual towards the development
of the society constitutes the wider meaning of individual aim of education.
Arguments in favour of Individual Aim of Education:
The following arguments favour the individual aim of education:
 Each individual has distinct interest, abilities, and psychological traits. Therefore,
according to their abilities and traits, facilities and opportunities should be
provided for their fullest development. This concept is supported by the
psychologists.
 The scientists supported the individual aim of education as every individual
grows and develops according to his/her developmental pace. The biological
development of individual is quite natural but it needs to be supported by
providing to the individual.
 As per the progressivists, the individuals create society to preserve and
transmit their culture to the future generation so that social progress goes on
continuously. It clarifies that the development of the individual leads to the
development of the society. Therefore, development of the individual is essential
for the development of a society.
 The eminent educationists like T.P. Nuun, Rousseau, Frobel and Pestalozzi
support the individual aim of education. Nuun emphatically remarks,
‘Individuality is the ideal of life. A scheme of education is to be valued by
its success in fostering the highest degree of excellence’.
 Keeping in view the rights of individuals for their own development as good
citizens, the advocates of democracy have also supported the concept of
16 individual aim of education. According to them, good citizenship develops
 from good human beings. Hence, the aim of education should be the Concept and Nature of
Education
development of unique abilities of the individual. Therefore, individual aim of
education is important for the development of the individuals themselves.
Arguments Against Individual Aim of Education:
The following arguments go against the individual aim of education:
 Individual is an active member of the society. The existence of the individual
is because of the existence of the society. Therefore, individual aim of
education is the secondary whereas social aim of education is the primary.
When society develops, individual develops automatically. Therefore, individual
aim of education should be given less priority in comparison to social aim of
education.
 Every individual is unique. As per the psychological principle, no two individuals
are alike so far as their physical and mental traits are concerned. If individual
aim emphasized, then, different curricula, methods, techniques may be designed
for each individual’s development, which is not possible. Therefore, individual
aim of education seems to be impractical.
 Because of individual aim of education, there may be disequilibrium in the
society as a few individuals may be more powerful and others may be weak
in many areas of social action. Social control over individual may be minimized
and that may cause a conflict in the society between the empowered and the
under-privileged sections of the society.
 Inclusive nature of the society and its inclusive development is the demand
of the time. If we emphasize individual aim of education, it may hinder
inclusive growth and development of the society. Therefore, social development
should be inclusive, in which all individuals in the society may live with love,
happiness, sympathy, cooperation and moral values.
1.4.2 Social Aim of Education
Many educationists give more importance to social aim of education than individual
aim of education. As individual is a part of the society, the development of society
will bring in development of individual. The view of well-known educationist,
Raymont, i.e. ‘An isolated individual is a figment of imagination’ very well explains
the social aim of education.
Narrow Meaning of Social Aim of Education:
Narrow meaning of social aim of education emphasizes optimum power to be
with the state to control the individual. There may be the apprehension that the
individual rights may be violated because of unnecessary control on the citizens
by the State. This may further suppress creativity of the individual. The suppression
of the individual by the society may happen because the individuals have to
adhere to the norms set by the society. The society may be controlled by a few
individuals who frame the norms, rules and regulations for the entire society. This
section of the society may occupy a prominent position in the society and dominate
other members of the society. Therefore, social aim of education, in its narrow
sense, gives a lot of importance to the society in comparison to individuals.
Wider Meaning of Social Aim of Education:
Wider meaning of social aim of education takes a mid-way between individual aim
17
of education and social aim of education. Social aim of education is equated with
Concept and Nature of democratic socialism. It means that both the society and the individual will be
Education
given equal importance. Society will be the ideal, and individuals will work for the
betterment of the society. At the same time, individual development needs to be
addressed by the society. The democratic principles for fulfilling the needs and
interests of the individual will be prioritized by the society. In the wider sense of
social aim of education, both the society and the individuals work in a cooperative
manner for the development of each other.
Arguments in favour of Social Aim of Education:
The following arguments are given in favour of the social aim of education.
 An individual exists within the society. The identity of an individual is known
from the society where he/she lives. Therefore, society should be given more
importance than individual.
 Human child is born with animal tendencies and instincts. It is the society that
makes the individual a social being. It is therefore, society which gets more
value than individual.
 An individual is nurtured by the society to realize his/her potentialities. Hence
the individual should work for the betterment of the society.
 Development, preservation, and transmission of culture are three major
concerns of the society. Therefore, every individual should work for these
three major concerns of the society.
 It is the society that protects the rights and fulfills needs of the individual.
Hence, it is the responsibility of the individual to safeguard its society and his/
her culture.
 In the words of Raymont, ‘An isolated individual is a figment of imagination’.
Hence, individuals must make society stable and well organized (Quoted in
Saxena and Dutt, 2009).
 There is a saying that ‘United we stand and divided we fall’. It reflects the
benefits of group living. So, every individual should work and live in the
society with common social values.
Arguments Against Social Aim of Education:
The following are the arguments against the social aim of education.
 Social aim of education goes against the principles of psychology as individual
differences pertaining to human abilities and other aspects of human
development are not taken into consideration by the society.
 The ultimate contributors to the social development are the individuals.
Therefore, individuals should get more importance than the society.
 According to the narrow meaning of Social Aim of education, society assumes
a dominant role in comparison to individuals. Therefore, social aim of education
has been criticized as there may not be recognition of the individuals and
their contribution towards the society.
 Over emphasis on society and state may undermine individual rights and
values. The values of equity and equality and democratic principles of
education may not be promoted if the society and state are dominant over
18 the individual.
 No society develops without the development of the individual of that society. Concept and Nature of
Education
If individual abilities like intelligence, aptitude, attitude, creativity, and other
such talents are neglected, no society can develop. Therefore, social aim of
education can be achieved when emphasis is given on the individual aim of
education.
Activity 2
From the above discussion on individual and social aims of education, how
can both of them be synthesized for their development? Give your opinions.
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1.4.3 Democratic Aim of Education

Quoting on democracy, the University Education Commission (1948-49), has
mentioned, ‘Democracy is a way of life and not a mere political arrangement. It
is based on the principle of equal freedom and equal rights for all regardless of
race, religion, sex or economic status’. This principle guides the framing of the aim
of education of a democratic country. In a democratic country, there needs to be
equilibrium between the individual need and the social need.
Democratic aims of education involve democratic values such as freedom, equality,
fraternity, justice, etc. which are practiced by the citizens of the country for the
social and national development. Let us understand some of the aspects/elements
of democratic aims of education.
 Equal educational opportunities should be provided to all members of the
society.
 Compulsory or universal education should be provided to children up to a
particular standard. For example, in India, Right of Children for Free and
Compulsory Education Act 2009, popularly known as Right to Education
Act 2009, has been implemented from 1st April 2010, onwards to provide
free and compulsory education to all the children within the age group of 6-
14 years (Class-I to Class-VIII). It is the responsibility of every democratic
country to provide free and compulsory education to its citizens till a particular
level.
 There should be provision of Adult Education for achieving democratic aim
of education. By implementing Adult Education programmes, skills and
efficiency of adult illiterate learners are enhanced so that they contribute to
the development of the country. Therefore, night school, skill based short-
term courses, and other job trainings can be provided.
 Democratic aim of education promotes institutional autonomy. It means that
the institutions of education should have the autonomy to develop their own
curriculum, and launch academic programmes.
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Concept and Nature of  Democratic aim of education emphasizes personality development and
Education
professional development of teachers. Therefore, orientation, refreshers, and
theme based training programmes for teachers need to be organized by
education system.
 Achieving all round development of the students is another democratic aim
of education. It includes development of all aspects of students i.e. physical,
mental, emotional, social, and spiritual.
 Developing national and international outlook is also a democratic aim of
education. The purpose of this aim of education is to make the citizens
practise the values of democracy, love their nation and also to have feeling
of universal brotherhood and international understanding.
 Democratic aim of education also emphasizes on a dynamic and diversified
curriculum, achieving social aims, fulfilling local and vocational needs and
provision for leisure hour activities.
 Democratic aim of education focuses on implementation of varieties of teaching
methods and activities so that students with diverse abilities can easily
participate and take the benefits of teaching-learning activities.
 Democratic aim of education gives stress on self-discipline of the learners
instead of imposing it on them. Democratic discipline does not believe in
repression or compulsion rather than self-discipline.
 As per the democratic aim of education, teacher is considered as a friend,
a philosopher and a guide. A teacher performs like a good supporter of
students and facilitates them in their career paths.
 Democratic aim of education emphasizes the school administration should
develop children into capable and responsible citizens and train them as
future leaders.

Check Your Progress 1.2

Note: a) Write your answer in the space given below.
b) Compare your answers with the ones that are given at the end of
the Unit.
5. Explain the wider meaning of Individual Aim of Education.
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6. State any two important points in support of Social Aim of Education
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 Concept and Nature of
7. Explain democratic aim of education in view of facilitating learners with Education
diverse abilities.
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1.5 CULTIVATING VALUES THROUGH

EDUCATION
Highlighting the importance of educational values, ‘J.S. Brubacher (1962) said,
‘to state one’s aim of education is at once to state his educational values’. It
means that aims of education are rightly associated with the values that the person
has acquired. So, education and values are naturally related with each other.
Saxena and Dutt (2009) explain values as quality of an individual or thing which
makes that individual or thing important, respectable and useful. This quality may
be internal or external or both. From philosophical point of view, value signifies
neither a thing nor an individual, but a thought or a point of view. A person or a
thing, which is useful to an individual, becomes valuable to him/her.
Internal and External Values
Values may be categorized under two types, Internal or Subjective value and
External or Objective value. Internal values are our ideas and our qualities that
guide us for our activities. Many internal values may not be exhibited but they help
the individual in his/her life. Internal values are subjective in nature as they guide
the person only.
External values are the qualities of an individual which are exhibited by him/her
in many situations. They are outcomes of his/her external observation and judgment
leading to actions. External values of practitioners in education influence them
while designing curriculum, formulating teaching strategies and choosing teaching-
learning resources for instructional activity.
Kinds of Educational Values
Brubacher (1962), in his book, ‘Modern Philosophies of Education’, has classified
educational values into two categories, they are –
1. Immediate values
2. Remote values
1. Immediate Values: These values are usually related to satisfaction of
biological and psychological needs of the children. If someone is interested
in badminton and gets an opportunity to play badminton, he/she can fulfil his/
her immediate need of playing badminton. If a child has an interest and liking
for fine arts, he/she can fulfil his/her artistic need by engaging in fine arts
activities. The above two examples, explain immediate needs and their fulfillment
by individual actions.
2. Remote Values: These values are related to human intelligence and constitute
rational needs. Fulfilling rational needs is sometime difficult. Each student has
to make rational selection in order to achieve maximum gain from various 21
Concept and Nature of activities of the school. Hence these values are related to rational selection
Education
of needs. The remote values are further divided into two categories, i.e.
Instrumental values and Intrinsic values.
Instrumental values are judged good because they are good for something.
These values are helpful for the person themselves. For an example, if a child
wants to become a musician, knowledge of ‘Tal’ and ‘Swar’ are useful for
him/her. This knowledge of ‘Tal’ and ‘Swar’ are the specific abilities of the
child which help him/her to be a musician. These instrumental values may not
be used for other vocations, but these are valuable for the person him/
herself.
Intrinsic values are the values within an individual or an object which make
him/her or it good. These values are the inherent quality of a person or of
an object. If furniture in a classroom is good and useful for the students and
teachers, it may be said that the furniture is having intrinsic values.
3. Aesthetic Values: Values which give us pleasure, happiness, etc. are called
aesthetic values. Our school curriculum should incorporate a number of
aesthetic values. They should be an integral part of our curriculum and
teaching learning process.
4. Democratic Values : The values enshrined in our Constitution should also
be practiced in the educational process. Equity, equality, national integration,
unity in diversity, rights and responsibilities, liberty, etc. are the democratic
values which need to be integrated in our education system.
5. Moral Values : The moral values such as truth, goodness, honesty, sympathy
and empathy, belongingness, cooperation, etc. need be to part of our education
system.

Activity 3
Explain the following values with examples.
Immediate values: .................................................................................
Remote values : ....................................................................................
Aesthetic values :..................................................................................
Democratic values : ..............................................................................
Moral values : ......................................................................................

1.6 EDUCATION AS DIFFERENTIATED FROM

SCHOOLING, LEARNING, INSTRUCTION,
TRAINING, TEACHING AND
INDOCTRINATION
People sometimes confuse the concept of education with schooling, learning,
training, teaching or instruction. Though these terms have close links with the
process of education, they are different from the term ‘education’. Let us discuss
22 the distinctions between education and these terms.
Education: Education, in its wider sense is the process of development from birth Concept and Nature of
Education
to death or from ‘womb to tomb’. In this sense, education is a lifelong process
that includes all knowledge, attitude, skills and experiences. Thus, all experiences
in life become educational in nature and the process of education continues in all
personal and social situations. Education, in this sense, would certainly include all
efforts for inculcation of values, attitudes, and skills that the society desires to be
imparted to children.
Schooling: Schooling is an act of consciously imparting knowledge, values and
skills in accordance with the requirements (social and individual) in a formal
situation. In its essence, schooling is a limited educational exercise in terms of
range of experiences provided. It is also limited to a specific period of human life
i.e. from childhood till one leaves school, while the process of education continues
throughout the life.
Learning: Learning is a process which results in more or less permanent
modification of behavior as a result of practice of experience. Any relatively
permanent modification of behavior in any aspect of human personality can be the
result of learning. In contrast, education is concerned with the harmonious
development of human abilities and powers, according to the needs of the individual
and the society. While learning results in specific modification of behavior, education
seeks to mould the entire personality and takes a global view of an individual’s
abilities. Another distinction is that, learning may be positive or negative, whereas
education is always positive.
Training: Training is a series of activities involving instruction, practice etc. to
produce desirable habits or behavior modification in particular aspects of life or
vocations for example, teacher training, technical training etc. Thus, training aims
at developing and promoting specific skills in a chosen area with a view to making
the individual undergoing training an expert in the field or task concerned. Thus,
training may be thought of as development of skills in a particular aspect whereas
education is concerned with the development of the whole individual.
Teaching: Teaching is the means employed to effect desirable changes in human
behavior. Teaching involves communication of ideas, values, skills, information
and knowledge to the students. It uses systematic and scientific methods to make
communication effective. Teaching aims at effecting learning in individuals with a
view to educating them. Thus, teaching becomes an instrument of educating
individuals along with other educative experiences.
Indoctrination: Indoctrination is a process of inculcating in the learners ideas,
attitudes or a set of beliefs without entering to their rationality. Indoctrination is
linked with the knowledge and skills that one acquire through teaching.
(Source: The above section (1.6) has been taken from ES-334, Block-1, Unit-
1, Education and its Nature, IGNOU, 2000)

Activity 4
Compare education, schooling, learning, training, teaching and
instruction each with one example.
.............................................................................................................
.............................................................................................................
.............................................................................................................
23
Concept and Nature of
Education Check Your Progress 1.3
Note: a) Write your answer in the space given below.
b) Compare your answers with the ones that are given at the end of
the Unit.
8. Explain aesthetic values with an example.
............................................................................................................
............................................................................................................
............................................................................................................
9. ‘Learning may be positive or negative’. Explain with an example.
............................................................................................................
............................................................................................................
............................................................................................................

1.7 LET US SUM UP

The first unit of this course highlighted the concept of education from different
perspectives. The aims of education have been elaborated in the light of the
concept and nature of education. The broader meaning of education which prepares
the individual for development of the nation and to work for national development
is exemplified under the social and democratic aim of education. After reading this
unit, you might have understood that the aims of education are to develop the
individual abilities that one has and at the same time, to contribute towards the
society for its development.
Values are the integral part of our education system. Therefore, cultivating values
through education is also one of the important aspects of our school curriculum.
In the end, the terms such as schooling, learning, instruction, training, teaching and
indoctrination have been explained with examples in this unit.

1.8 REFERENCES AND SUGGESTED READINGS

Aggrawal, J.C. (2008). Theory and Principles of Education,12th Edn, New Delhi:
Vikas Publishing House Pvt. Ltd, p24.
Bhatacharya, S. (2006). Philosophical Foundation of Education. New Delhi: Atlantic
Publishers and Distributors.
Brubacher, J.S. (1962). Modern Philosophies of Education (3rd edition), McGraw
Hill.
IGNOU (2000). Education and its Nature (Unit-1), Understanding Education
(Block-1), Education and Society (ES-334). New Delhi: IGNOU.
IGNOU, (2016). Nature and Concept of Education (Unit-9). Contemporary
India and Education (BES-122). B.Ed. Programme. pp.5-25, IGNOU: New
Delhi.
Jacques, D. (1998). Education for the Twenty First Century – Issues and Prospects.
24 The University of Michigan: Bernan Assoc.
Mathur, S.S. (1966). A Sociological Approach to Indian Education. Agra: Vinod Concept and Nature of
Education
Pustak Mandir.
MHRD (1948-49). The University Education Commission (1948-49). Govt. of
India: New Delhi.
Park, J. (1963). Selected Readings in the Philosophy of Education. Macmillan
Publisher.
Peters, R.S. (ed.) (2010). The Concept of Education –Vol. 17, New York:
Routledge.
Rather, A.R. (2014). Theory and Principles of Education. New Delhi: Discovery
Publications House.
Samuel, S.R. (2015). Philosophical and Sociological Bases of Education. Delhi;
PHI Learning Private Ltd,p.166.
Saxena, N.R.S. (2009). Principles of Education. Meerut: R. Lall Book Depot.
Saxena, N.R.S. and Dutt, N.K. (2009). Principles of Education. R. Lall Book
Depot. Meerut.
Singh, Y.K. (2008). Philosophical Foundations of Education. New Delhi; APH
Publishing Corporation, p.3.
Taneja, V.R. (2005). Socio-Philosophical Approach to Education. New Delhi;
Atlantic Publishers, p.18.

1.9 ANSWERS TO CHECK YOUR PROGRESS

1. ‘Education’ is to nourish or bring up the children for their complete
development of personality and “Education’’ is to provide oneself knowledge
and make him/her disciplined.
2. ‘Shiksha’ means ‘control or to discipline’ and the word, ‘Vidya’ means ‘to
know’. So the Sanskrit words ‘Shiksha’ and ‘Vidya’ which are synonyms
the word ‘Education’.
3. Self-exercise.
4. Tri-polar process of Education : Teachers, Students and the Social
Environment
5. Wider meaning of individual aim of education emphasizes the individual
development of the human child corresponding with the development of the
society.
6. It is the society, that makes individual child a social being. Therefore, social
aim of education is more important than the individual aim of education. The
identity and the recognition of the individual are gained through the society.
Therefore, social aim of education is important than the individual.
7. The democratic aim of education addresses the concerns of learners with
diverse abilities and accordingly develops the curriculum to maintain equity
and equality.

25
Concept and Nature of 8. Pleasure, happiness, etc. When we read a poem, we feel happy and
Education
appreciate the creation of the poet. (Other examples can be given by the
learners)
9. Learning is acquisition of new experiences and formation of habits of these
new experiences. Good individual habits result in positive learning and bad
individual habits result in negative learning.

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