We all use the word education every day, yet its meaning in educational science is far broader than its everyday use. In this lesson, we examine the most widely accepted definition of education in the field, its relationship with the concept of enculturation, the three basic features contained in the definition, the four functions of education and the behaviors that education aims to develop in the individual.
What will you learn in this episode?
- Explain the most widely accepted definition of education in the field
- Distinguish between the concepts of culture, enculturation and intentional enculturation
- Explain the three basic features of the definition of education with examples
- List the social, political, individual and economic functions of education
- Illustrate the aims of education under four headings
Summary of this episode
Why is it necessary to clarify concepts?
The first step in the introduction to educational science course is to clarify the fundamental concepts. In everyday language, concepts such as education, instruction and learning are sometimes used together and sometimes interchangeably. When everyone attributes the same meaning to these concepts, it becomes easier to understand both the later units of this course and other teacher education courses. In the social sciences, it is not always possible to define a concept completely; what matters most is to attribute the correct meaning to it.
Education is as old as humanity
From the moment they came into existence, human beings have interacted with their environment in order to survive, acquired knowledge, skills, attitudes and values through this interaction, and passed them on to other members of society. Even in the simplest societies, individuals learned a great deal from their families and surroundings. Wherever learning takes place, one can speak of an educational process. For this reason, education has existed since the beginning of humankind and will continue as long as humanity exists.
Education is a process that begins at birth and continues throughout life. In this process, the individual acquires knowledge, skills, attitudes and values, and as a result, observable changes in behavior emerge. For example, a young student who cannot tell whether the change received at a store is correct becomes able to check it by counting after learning simple arithmetic. This change has come about through the student's own experiences.
Culture, enculturation and intentional enculturation
Culture is the totality of the material and spiritual values that a society has created and used over the course of its history. Every society passes its culture on to new generations in order to sustain its existence. The process by which a society raises its members to conform to the demands and expectations of its culture is called enculturation. Enculturation covers all learning that takes place, consciously or unconsciously, in the family, on the street, at work, among friends and at school.
In simple societies, because the content of culture was limited, individuals could interact spontaneously with all aspects of the culture in daily life. As societies became more complex and cultural content grew rapidly, this spontaneous process proved insufficient. Societies therefore began to deliberately organize environments in which young generations could engage with the essential aspects of the culture. Enculturation carried out with a purpose is education. For this reason, education is also defined as an “intentional enculturation process.”
The definition of education
In its most general sense, education is the process of bringing about change in individuals' behavior. Although many definitions have been proposed in the field, the one generally accepted among educators is as follows: education is the process of intentionally bringing about desired change in an individual's behavior through the individual's own experience. Here, the word “desired” refers to behavior that is sought and intended in advance.
Three basic features of the definition
Three basic features stand out in definitions of education.
First, education is a process. It is not an event that begins today and ends tomorrow; it is very broad and multifaceted in terms of time and scope. It consists of successive, cumulative learning and teaching activities. Every influence that enables learning to occur is part of the educational process.
Second, education results in a change in the individual's behavior. Behavior can be defined as an organism's response to a stimulus or its action in response to a reaction. From an educational standpoint, it is important that behavior be observable, measurable and desired. It is not enough for a student merely to say “I understand”; what has been learned is expected to be reflected in behavior.
Third, behavioral change results from the individual's own experiences. Experience refers to the traces left in the individual as a result of interaction with the environment. These traces accumulate and bring about changes in behavior. Because each individual's experiences differ, two students listening to the same lesson in the same classroom may learn different things from it.
The scope of education: a lifelong process
Education continues before and during the school years, both inside and outside school. In other words, education is a lifelong process that encompasses all the experiences an individual gains throughout life. Any activity that influences individuals and leads to changes in their behavior can be called education. However, these processes, which take place in different settings, are given different names according to their characteristics. These names will be discussed in the next episode under the heading of types of education.
Functions of education
Education aims to help individuals adapt to change and develop in every respect. Accordingly, the general functions of education can be grouped under two points: helping individuals adapt to society and its dynamics, and enabling their faculties and abilities to develop to the fullest. For this reason, education is said to have two basic functions: social and individual.
The functions of education are also examined in more detail under four headings:
- Social function: Transmitting the culture of society, ensuring the individual's adaptation to society, and raising people who inquire and add new and vibrant elements to the culture.
- Political function: Raising enterprising and informed citizens and voters who are in harmony with the country's constitutional order and who have leadership qualities.
- Individual function: Developing the individual's physical, mental and emotional well-being.
- Economic function: Raising informed producers and informed consumers.
When these four functions are considered together, it becomes clear that education is not limited to school but is a process that encompasses every aspect of the individual and society.
Aims of education
The aims of education may vary according to the political, economic and cultural conditions of societies. Nevertheless, they can generally be grouped under four points: developing the individual's personal abilities, interpersonal skills and economic competence, and enabling the individual to fully carry out the duties of citizenship.
The first aim is to help individuals achieve self-realization. A self-realized individual is eager to learn and discuss, uses their native language (Turkish) effectively, can count and calculate, truly listens and observes, has basic knowledge about health, takes part in sports and leisure activities, appreciates beauty and can direct their own life.
The second aim is to develop the individual's human relationships. An individual who achieves this aim respects humanity, values friendship, cooperates effectively with others, is courteous in social conduct and fulfills family responsibilities.
The third aim is to develop the individual's economic efficiency. An individual who achieves this aim enjoys working, knows about occupations and chooses a profession wisely, is successful in that profession and recognizes the social value of their work, manages income and expenses and is an informed consumer.
The fourth aim is to develop the individual's civic responsibility. An individual who has acquired this responsibility is sensitive to social justice, thinks critically, is tolerant and respects different views, protects national resources, knows that science should advance for the benefit of humanity, follows developments in the world, respects the law, fulfills civic duties and is committed to democratic principles.
These aims specify the behaviors expected of an educated individual and are developed step by step from preschool through the end of higher education.
In short
Education is the process of intentionally bringing about desired change in an individual's behavior through the individual's own experience. It is the purposeful form of enculturation, lasts a lifetime and influences both the individual and society in their social, political, individual and economic dimensions.
Key concepts
- Education: The process of intentionally bringing about desired change in an individual's behavior through the individual's own experience.
- Culture: The totality of the material and spiritual values that a society has created and used over the course of its history.
- Enculturation: The process by which a society raises its members to conform to the demands and expectations of its culture.
- Intentional enculturation: Enculturation carried out purposefully and in a planned way; another definition of education.
- Behavior: An organism's response to a stimulus or its action in response to a reaction.
- Experience: The traces left in the individual as a result of interaction with the environment.
- Desired behavior: Behavior intended in advance to be developed through education.
- Functions of education: Social, political, individual and economic functions.
🌐 All episodes in order: https://ttinstituteacademy.com/en/courses/egitim-bilimleri-101/
🔔 Subscribe so you don't miss new episodes: https://youtube.com/@ttinstituteacademy?sub_confirmation=1
Sources used:
Şenel, E. A. (2008). Eğitimin temel kavramları [Fundamental concepts of education]. In M. Gültekin (Ed.), Eğitim Bilimine Giriş [Introduction to Educational Science] (Unit 1). Eskişehir: Anadolu Üniversitesi Yayınları.
📚 Academic Use Note: This content is a supporting learning resource prepared with reference to a published course text; it does not replace textbooks, lecture notes or your instructor's teaching. The sources to be used for exams and assessments are your course's official curriculum and the sources recommended by your instructor. The simplifications and interpretations in the narration are for teaching purposes; TT Institute Academy cannot be held responsible for any consequences arising from possible errors, omissions or outdated information.
© TT Institute Academy – All rights reserved.
