Pendidikan adalah Suatu kegiatan yang sadar akan tujuan yang akan di raih,dengan demikian tujuan merupakan salah satu hal yang penting dalam kegiatan pendidikan,atau juga dapat diartikan suatu kegiatan yang dilaksanakan untuk mencapai tujuan tertentu,secara umum tujuan pendidikan dapat dikatakan membawa anak kearah tingkat kedewasaan.artinya membawa anak didik agar dapat berdiri sendiri.dan juga Suatu pendekatan yang sistematis dan kritis tentang pendidikan. Pendidikan dapat bertujuan Mengubah anak,yaitu mengubah cara berpikir merasa,berbuat,jadi mengubah kelakuan anak tersebut
Secara umum pendidikan dapat dikatakan membawa anak kearah tingkat kedewasaan,dalam arti membawa anak didik agar dapat berdiri sendiri atau mandiri didalam hidupnya di tengah-tengah masyarakat.dan dapat menyesuaikan diri dengan perkembangan zaman dapat berpikir untuk memecahkan masalah-masalah dalam hidupnya,dapat menghargai menikmati keindahan,dapat mengunakan waktunya dengan cara yang bermanfaat dan sebagainya
Sedangkan pendidikan secara khusus khusus dapat merupakan analisis dari satu tugas yang harus dilakukan,pengetahuan yang harus dimiliki sikap yang harus dibentuk atau keterampilan yang harus dikuasai dan merumuskan tujuan khusus berdasarkan analisis suatu tujuan umum bukanlah pekerjaan diperlukan pula pengetahuan yang mendalam tentang apa yang harus diajarkan.contoh untuk tugas tertentu misalnya
“mengurus tanaman” antara lain diperlukan pengetahuan tentang tanaman,penyakit,hama serta cara pemberantasannya,memilih tanaman yang sesuai serta menempatkannya berdasarkan prinsip keindahan,dan sebaginya.untuk mengetahuinya sering perlu dijalankan berbagai cara seperti observasi,wawancara,daftar pertanyaan,meminta pendapat ahli dan sebagai nya
The Meaning of Education
Recently, a university professor wrote a letter to the editor of the local newspaper. He commented
that people shouldn’t put too much weight on the recently released trends in SRA scores of the
state’s high school students. The professor went on to describe some of the unanswered questions
about the nature and value of assessment. He mentioned that one of the problems with assessment
was the ongoing disagreement on the very purpose of education.
A few days later, the paper printed a scathing response from a community member who
questioned whether the University really wanted someone on their staff who didn’t even know the
purpose of education. Clearly, this person assumed that his definition of education was shared by
all. What is the meaning of education?
Webster defines education as the process of educating or teaching (now that’s really useful, isn’t
it?) Educate is further defined as “to develop the knowledge, skill, or character of...” Thus, from
these definitions, we might assume that the purpose of education is to develop the knowledge,
skill, or character of students. Unfortunately, this definition offers little unless we further define
words such as develop, knowledge, and character.
What is knowledge? Is it a body of information that exists “out there”—apart from the human
thought processes that developed it? If we look at the standards and benchmarks developed by
many states—or at E. D. Hirsch’s list of information needed for Cultural Literacy
(1)
, we might
assume this definition of knowledge to be correct. However, there is considerable research
leading others to believe that knowledge arises in the mind of an individual when that person
interacts with an idea or experience.
This is hardly a new argument. In ancient Greece, Socrates argued that education was about
drawing out what was already within the student. (As many of you know, the word education
comes from the Latin e-ducere meaning “to lead out.”) At the same time, the Sophists, a group of
itinerant teachers, promised to give students the necessary knowledge and skills to gain positions
with the city-state.
There is a dangerous tendency to assume that when people use the same words, they perceive a
situation in the same way. This is rarely the case. Once one gets beyond a dictionary definition—
a meaning that is often of little practical value—the meaning we assign to a word is a belief, not
an absolute fact. Here are a couple of examples.
“The central task of education is to implant a will and facility for learning; it should
produce not learned but learning people. The truly human society is a learning society,
where grandparents, parents, and children are students together.” ~Eric Hoffer
“No one has yet realized the wealth of sympathy, the kindness and generosity hidden in
the soul of a child. The effort of every true education should be to unlock that treasure.”
~Emma Goldman
“The only purpose of education is to teach a student how to live his life-by developing his
mind and equipping him to deal with reality. The training he needs is theoretical, i.e.,
conceptual. He has to be taught to think, to understand, to integrate, to prove. He has to
be taught the essentials of the knowledge discovered in the past-and he has to be
equipped to acquire further knowledge by his own effort.” ~Ayn Rand
“The aim of education should be to teach us rather how to think, than what to think—
rather to improve our minds, so as to enable us to think for ourselves, than to load the
memory with the thoughts of other men.”
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