Education And Human Socio-Economic Development

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From the moment of birth, humans are social creatures. Indeed, without social interactions (the support of caregivers), no infant would survive. Even when we become capable of living independently, very few people seek to live in isolation. Human behavior is incredibly pliable and plastic. It basically flows from three main sources desire, emotion, and knowledge, where knowledge often remains off the track whilst desires and emotions are much overwhelmed. The beginning is the most important part of the work-Plato. And a start full of doubts, aggression and ignorance can never have a progressive and peaceful end. While Education and Human socio-economic development are concerned with each other thus, it's also important to understand the meaning…show more content…
Any experience that has a formative effect on the way one thinks, or acts may be considered educational. Learning is an integral part of the definition of Education, has a very fundamental theory, Behaviorism, which explains the basic concept of learning. According to Behaviorism, learning is the change in behavior due to the acquisition, reinforcement, and application of the stimuli from the environment and observable responses of the individual. At this moment, it's concise to some extent that what does the term education mean and the role of learning in education is nevertheless neglectable. Or in easy words, education in any form is empty without learning. In view of scholars, education plays a pivotal role in the development of the country. It's the most powerful tool for the change in social customs and poverty reduction. Different educationists' have explained the term "education" according to the need of the hour. According to John Dewey, "Education is the process of living through a continuous reconstruction of experiences. John Locke said, "Plants are developed by cultivation and men by…show more content…
Education has been promoted as a tool for the creation of social outcomes such as social cohesion and democracy, ever since compulsory education was first developed (Dewey 1916). On the contrast, more than a century ago, Emile Durkheim rejected the idea that education could be forced to transform society and resolve social ills. Instead, he concluded that "education can be reformed only if society itself is reformed". He argued that "education is only the image and reflection of the society. It imitates and reproduces the latter…it does not create it". (Durkheim, 1897/1951:372-373). Nevertheless, recently, several papers have put into question the relationship between education and human social behavior, active citizenship without being able to conclude in favor of a strong positive effect (Milligan et al, 2004; Dee, 2004). At this moment where there is a discussion of concern of education and human social behavior, there are many sources blaming educational institutes for the social outcomes of citizens. To a recommended case of Untied States, where the society is fundamentally assumed to be sound but that for some reason, the schools are failing in providing standard level of education, hence there is a call for improved education. Different critics have targeted different villains including poor quality teachers, pampered,

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