What Education Is, Clip 1 (Philosophy of Education Part 1, Section 2)

Summary

This video delves into the unique nature of human education, contrasting it with the learning processes in animals. It explores how human beings invest a significant amount of time, resources, and systematic effort into education, often spanning over two decades. The script highlights the evolving expectations of education across generations, from basic literacy to higher education, and the cultural shifts that accompany these changes. Ultimately, it poses a philosophical question: what justifies the immense investment in education, and how do we design systems that effectively support this long-term process?

Takeaways

• 😀 Human education involves a much longer learning process compared to most other species, with childhood typically lasting over a decade.
• 😀 Most animals, like cats and dogs, have shorter learning periods before they reach adulthood, whereas humans invest many more years in education.
• 😀 The systematic nature of human education sets it apart from the opportunistic, hit-or-miss learning of other species.
• 😀 Human education is highly planned, aiming to teach students specific skills, knowledge, and character traits in a structured manner over many years.
• 😀 Education is not only an investment of time but also requires significant monetary resources, particularly as societies become wealthier.
• 😀 As cultures become more affluent, the amount of resources devoted to education increases, with families investing in books, lessons, and other educational tools.
• 😀 In previous generations, educational standards were much lower (e.g., eighth-grade completion was once enough for many adults to function effectively).
• 😀 As society advanced, expectations for education grew, with high school graduation becoming the norm, then college attendance, and now, in some areas, graduate school as well.
• 😀 The investment in human education has steadily increased, with individuals expected to focus on their education for the first 22 years of life in many cultures.
• 😀 The philosophical question raised is whether this enormous investment in time, resources, and wealth is justified by the results of the education system.
• 😀 The script emphasizes the need for a strategic, philosophical approach to understanding the vast commitment society makes to educating its young.

Q & A

What does the speaker define as the process of education in human beings?

The speaker defines the process of education in human beings as a prolonged, systematic, and resource-intensive phase where young people undergo learning to become fully functional adults. Unlike other species, human education is not opportunistic but planned and structured over many years.

How does the speaker compare the educational development of humans to that of other species?

The speaker contrasts human education with that of other species by emphasizing that humans spend much more time learning compared to animals. While many species, such as cats or dolphins, have a brief learning period before reaching adulthood, humans undergo a long, systematic education process often lasting decades.

What is the role of systematicity in human education?

Systematicity in human education refers to the intentional and structured approach to teaching. The educational process is carefully planned, where the student is taught in a specific sequence of skills and knowledge, unlike the more random, hit-or-miss learning in animals.

What point does the speaker make about the amount of time humans invest in education?

The speaker highlights that human education is an immense investment of time. By the time a person reaches adulthood, they may have spent around 22 years focused primarily on education. This extended period is significantly longer than what is required for most species to mature.

How does the speaker address the increasing financial investment in education?

The speaker points out that as societies become wealthier, they tend to invest more money into education. This investment includes not only formal schooling but also extracurricular activities, such as music or sports lessons, which parents increasingly prioritize as a form of securing better opportunities for their children.

What historical shift does the speaker observe in terms of educational expectations?

Historically, the expectations for education have shifted significantly. In the early 20th century, a simple eighth-grade education was considered sufficient for many adults, particularly in farming communities. Over time, however, the expectations grew, with high school and college degrees becoming standard requirements for adulthood in more developed societies.

How does the speaker explain the cultural shift toward valuing higher education?

The speaker suggests that as cultures become wealthier and more complex, the value placed on higher education increases. In the past, only a small percentage of the population attended college, but now, with broader access and societal encouragement, attending college and even pursuing graduate degrees has become a norm in many wealthy countries.

What question does the speaker pose about the massive investment in education?

The speaker asks what justifies the enormous investment of time, money, and resources in human education. With the expectation of students spending up to 22 years primarily focused on education, the speaker challenges the audience to consider what justifies such an extensive commitment.

How does the speaker relate education to philosophical questions?

The speaker asserts that thinking about the long-term commitment to education inevitably leads to philosophical questions. When considering the purpose, structure, and resources involved in education, individuals are drawn into a broader philosophical inquiry about the value and goals of the educational process.

What does the speaker mean by ‘philosophically charged facts’ regarding education?

The speaker refers to the 'philosophically charged facts' as the key features of human education that provoke deeper reflection, such as the length of time devoted to education, the systematic nature of teaching, and the wealth invested in the process. These factors require philosophical consideration about the value of education and its role in shaping adulthood.