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'''Education''' encompasses [[teaching]] and [[learning]] specific skills, and also something less tangible but more [[profound]]: fostering [[character]] [[growth]] while [[transmitting]] [[knowledge]] and [[wisdom]]. One of its fundamental aspects is imparting [[culture]] even as it is observed that  "the [[family]] is the [[channel]] through which the river of [[culture]] and [[knowledge]] [[flow]]s from one generation to another."[http://urantia.org/cgi-bin/webglimpse/mfs/usr/local/www/data/papers?link=http://mercy.urantia.org/papers/paper84.html&file=/usr/local/www/data/papers/paper84.html&line=28#mfs]  

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Education means 'to draw out', facilitating realisation of self-potential and latent talents of an [[individual]]. It is an application of [[pedagogy]], a body of theoretical and applied [[research]] relating to [[teaching]] and [[learning]] and draws on many [[discipline]]s such as [[psychology]], [[philosophy]], [[computer science]], [[linguistics]], [[neuroscience]], [[sociology]] and [[anthropology]].[https://www.teachersmind.com/education.htm]

The education of an [[individual]] [[human]] begins at birth and continues throughout life. (Some believe that education begins even before birth, as [[evidence]]d by some [[parents]]' playing [[music]] or reading to the baby in the womb in the [[hope]] it will influence the child's development.) For some, the struggles and triumphs of daily life provide far more instruction than does [[formal]] schooling (thus [https://en.wikipedia.org/wiki/Mark_twain Mark Twain]'s admonition to "never let school interfere with your education"). [[Family]] members may have a [[profound]] educational effect, often more profound than they [[realize]], because family instruction functions so largely by informal means.

 

The education of an [[individual]] [[human]] begins at birth and continues throughout life. (Some believe that education begins even before birth, as [[evidence]]d by some [[parents]]' playing [[music]] or reading to the baby in the womb in the [[hope]] it will influence the child's development.) For some, the struggles and triumphs of daily life provide far more instruction than does [[formal]] [[school]]ing (thus [[Mark Twain]]'s admonition to "never let school interfere with your education"). [[Family]] members may have a [[profound]] educational effect, often more profound than they [[realize]], because family instruction functions so largely by informal means.

==Quote(s)==

==Quote(s)==

Remember, year-by-year progress through an established educational regime does not necessarily mean [[intellectual]] progress, much less [[spiritual]] growth. Enlargement of vocabulary does not signify development of [[character]]. Growth is not truly indicated by mere products but rather by progress. Real educational growth is indicated by enhancement of [[ideal]]s, increased appreciation of [[value]]s, new [[meaning]]s of values, and augmented loyalty to supreme values.[http://www.urantia.org/cgi-bin/webglimpse/mfs/usr/local/www/data/papers?link=http://mercy.urantia.org/papers/paper100.html&file=/usr/local/www/data/papers/paper100.html&line=34#mfs]

Remember, year-by-year progress through an established educational regime does not necessarily mean [[intellectual]] progress, much less [[spiritual]] growth. Enlargement of vocabulary does not signify development of [[character]]. Growth is not truly indicated by mere products but rather by progress. Real educational growth is indicated by enhancement of [[ideal]]s, increased appreciation of [[value]]s, new [[meaning]]s of values, and augmented loyalty to supreme values.[https://nordan.daynal.org/wiki/index.php?title=Paper_100#100:1._RELIGIOUS_GROWTH]

Education recently passed from the control of the clergy to that of lawyers and businessmen. Eventually it must be given over to the philosophers and the scientists. Teachers must be free beings, real leaders, to the end that [[philosophy]], the search for [[wisdom]], may become the chief educational pursuit.

Education recently passed from the control of the clergy to that of lawyers and businessmen. Eventually it must be given over to the philosophers and the scientists. Teachers must be free beings, real leaders, to the end that [[philosophy]], the search for [[wisdom]], may become the chief educational pursuit.

* The [[knowledge]] of [[things]].

* The [[knowledge]] of [[things]].

* The realization of [[meaning]]s.

* The [[realization]] of [[meaning]]s.

* The appreciation of [[value]]s.

* The appreciation of [[value]]s.

* The nobility of work--duty.

* The [[nobility]] of [[work]]--duty.

* The motivation of goals--morality.

* The motivation of goals--[[morality]].

* The love of service--character.

* The [[love]] of [[service]]--[[character]].

* Cosmic insight--[[spiritual]] discernment.

* [[Cosmic]] [[insight]]--[[spiritual]] [[discernment]].

 

And then, by means of these achievements, many will ascend to the mortal ultimate of [[mind]] attainment, [[God-consciousness]].[https://nordan.daynal.org/wiki/index.php?title=Paper_71#71:7._EDUCATION]

 

[[Category: General Reference]]

[[Category: General Reference]]

[[Category: Education]]

[[Category: Education]]