Education is the transmission of knowledge and skills and the development

of character traits. Formal education occurs within a structured institutional

framework, such as public schools, following a curriculum. Non-formal
education also follows a structured approach but occurs outside the formal schooling
system, while informal education involves unstructured learning through daily
experiences. Formal and non-formal education are categorized into levels,
including early childhood education, primary education, secondary education,
and tertiary education. Other classifications focus on teaching methods, such as
teacher-centered and student-centered education, and on subjects, such as science
education, language education, and physical education. Additionally, the term
"education" can denote the mental states and qualities of educated individuals and
the academic field studying educational phenomena.

The precise definition of education is disputed, and there are disagreements about
the aims of education and the extent to which education differs from indoctrination by
fostering critical thinking. These disagreements impact how to identify, measure, and
enhance various forms of education. Essentially, education socializes children into
society by instilling cultural values and norms, equipping them with the skills
necessary to become productive members of society. In doing so, it stimulates
economic growth and raises awareness of local and global problems. Organized
institutions play a significant role in education. For instance, governments
establish education policies to determine the timing of school classes, the
curriculum, and attendance requirements. International organizations, such
as UNESCO, have been influential in promoting primary education for all children.

Many factors influence the success of education. Psychological factors

include motivation, intelligence, and personality. Social factors, such
as socioeconomic status, ethnicity, and gender, are often associated
with discrimination. Other factors encompass access to educational technology,
teacher quality, and parental involvement.

The primary academic field examining education is known as education studies. It

delves into the nature of education, its objectives, impacts, and methods for
enhancement. Education studies encompasses various subfields,
including philosophy, psychology, sociology, and economics of education.
Additionally, it explores topics such as comparative education, pedagogy, and
the history of education.

In prehistory, education primarily occurred informally through oral

communication and imitation. With the emergence of ancient civilizations, the
invention of writing led to an expansion of knowledge, prompting a transition from
informal to formal education. Initially, formal education was largely accessible to
elites and religious groups. The advent of the printing press in the 15th century
facilitated widespread access to books, thus increasing general literacy. In the 18th
and 19th centuries, public education gained significance, paving the way for the
global movement to provide primary education to all, free of charge,
and compulsory up to a certain age. Presently, over 90% of primary-school-age
children worldwide attend primary school.
The term "education" originates from the Latin words educare, meaning "to bring up,"
and educere, meaning "to bring forth." [1] The definition of education has been
explored by theorists from various fields.[2] Many agree that education is a purposeful
activity aimed at achieving goals like the transmission of knowledge, skills, and
character traits.[3] However, extensive debate surrounds its precise nature beyond
these general features. One approach views education as a process occurring
during events such as schooling, teaching, and learning. [4] Another perspective
perceives education not as a process but as the mental states and dispositions of
educated individuals resulting from this process.[5] Furthermore, the term may also
refer to the academic field that studies the methods, processes, and social
institutions involved in teaching and learning.[6] Having a clear understanding of the
term is crucial when attempting to identify educational phenomena, measure
educational success, and improve educational practices.[7]

Some theorists provide precise definitions by identifying specific features exclusive

to all forms of education. Education theorist R. S. Peters, for instance, outlines three
essential features of education, including imparting knowledge and understanding to
the student, ensuring the process is beneficial, and conducting it in a morally
appropriate manner.[8] While such precise definitions often characterize the most
typical forms of education effectively, they face criticism because less common types
of education may occasionally fall outside their parameters. [9] Dealing with
counterexamples not covered by precise definitions can be challenging, which is why
some theorists prefer offering less exact definitions based on family
resemblance instead. This approach suggests that all forms of education are similar
to each other but need not share a set of essential features common to all.[10] Some
education theorists, such as Keira Sewell and Stephen Newman, argue that the term
"education" is context-dependent.[a][11]

Evaluative or thick conceptions[b] of education assert that it is inherent in the nature of

education to lead to some form of improvement. They contrast with thin conceptions,
which offer a value-neutral explanation.[13] Some theorists provide a descriptive
conception of education by observing how the term is commonly used in ordinary
language. Prescriptive conceptions, on the other hand, define what constitutes good
education or how education should be practiced. [14] Many thick and prescriptive
conceptions view education as an endeavor that strives to achieve
specific objectives,[15] which may encompass acquiring knowledge, learning to
think rationally, and cultivating character traits such as kindness and honesty.[16]

Various scholars emphasize the importance of critical thinking in distinguishing

education from indoctrination.[17] They argue that indoctrination focuses solely on
instilling beliefs in students, regardless of their rationality; [18] whereas education also
encourages the rational ability to critically examine and question those beliefs.
[19]
However, it is not universally accepted that these two phenomena can be clearly
distinguished, as some forms of indoctrination may be necessary in the early stages
of education when the child's mind is not yet fully developed. This is particularly
relevant in cases where young children must learn certain things without
comprehending the underlying reasons, such as specific safety rules and hygiene
practices.[20]

Education can be characterized from both the teacher's and the student's
perspectives. Teacher-centered definitions emphasize the perspective and role of
the teacher in transmitting knowledge and skills in a morally appropriate manner.
[21]
On the other hand, student-centered definitions analyze education based on the
student's involvement in the learning process, suggesting that this process
transforms and enriches their subsequent experiences.[22] It is also possible to
consider definitions that incorporate both perspectives. In this approach, education is
seen as a process of shared experience, involving the discovery of a common world
and the collaborative solving of problems.