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Socialization New Guinea Renaissance Culture Adulthood Cultures Teachers Environment

Education serves as the transmission of societal values and knowledge, akin to socialization or enculturation. Initially, children learn through their environment and interactions with adults, but as societies become more complex, formal education systems and specialized teachers emerge to effectively convey knowledge. This evolution reflects the need for structured cultural transmission in increasingly intricate societies.

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Saiby khan Khan
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47 views1 page

Socialization New Guinea Renaissance Culture Adulthood Cultures Teachers Environment

Education serves as the transmission of societal values and knowledge, akin to socialization or enculturation. Initially, children learn through their environment and interactions with adults, but as societies become more complex, formal education systems and specialized teachers emerge to effectively convey knowledge. This evolution reflects the need for structured cultural transmission in increasingly intricate societies.

Uploaded by

Saiby khan Khan
Copyright
© © All Rights Reserved
We take content rights seriously. If you suspect this is your content, claim it here.
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Download as DOCX, PDF, TXT or read online on Scribd
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Education can be thought of as the transmission of the values and

accumulated knowledge of a society. In this sense, it is equivalent to what


social scientists term socialization or enculturation. Children—whether
conceived among New Guinea tribespeople, the Renaissance Florentines, or
the middle classes of Manhattan—are born without culture. Education is
designed to guide them in learning a culture, molding their behaviour in the
ways of adulthood, and directing them toward their eventual role in society. In
the most primitive cultures, there is often little formal learning—little of what
one would ordinarily call school or classes or teachers. Instead, the
entire environment and all activities are frequently viewed as school and
classes, and many or all adults act as teachers. As societies grow more
complex, however, the quantity of knowledge to be passed on from one
generation to the next becomes more than any one person can know, and,
hence, there must evolve more selective and efficient means of cultural
transmission. The outcome is formal education—the school and the specialist
called the teacher. Education can be thought of as the transmission of the
values and accumulated knowledge of a society. In this sense, it is equivalent
to what social scientists term socialization or enculturation. Children—
whether conceived among New Guinea tribespeople,
the Renaissance Florentines, or the middle classes of Manhattan—are born
without culture. Education is designed to guide them in learning a culture,
molding their behaviour in the ways of adulthood, and directing them toward
their eventual role in society. In the most primitive cultures, there is often
little formal learning—little of what one would ordinarily call school or classes
or teachers. Instead, the entire environment and all activities are frequently
viewed as school and classes, and many or all adults act as teachers. As
societies grow more complex, however, the quantity of knowledge to be passed
on from one generation to the next becomes more than any one person can
know, and, hence, there must evolve more selective and efficient means of
cultural transmission. The outcome is formal education—the school and the
specialist called the teacher.

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