Education
Education is the process of facilitating learning, or the acquisition of knowledge, skills, values, beliefs, and habits. Educational methods include storytelling, discussion, teaching, training, and directed research. Education frequently takes place under the guidance of educators, but learners may also educate themselves. Education can take place in formal or informal settings and any experience that has a formative effect on the way one thinks, feels, or acts may be considered educational. The methodology of teaching is called pedagogy.
Higher Education
Higher education (also called post-secondary education, third level or tertiary education) is an optional final stage of formal learning that occurs after completion of secondary education. Often delivered at universities, academies, colleges, seminaries, conservatories, and institutes of technology, higher education is also available through certain college-level institutions, including vocational schools, trade schools, and other career colleges that award academic degrees or professional certifications. Tertiary education at non-degree level is sometimes referred to as further education or continuing education as distinct from higher education. The right of access to higher education is mentioned in a number of international human rights instruments. The UN International Covenant on Economic, Social and Cultural Rights of 1966 declares, in Article 13, that "higher education shall be made equally accessible to all, on the basis of capacity, by every appropriate means, and in particular by the progressive introduction of free education". In Europe, Article 2 of the First Protocol to the European Convention on Human Rights, adopted in 1950, obliges all signatory parties to guarantee the right to education.
Education
Parents thought it was enough to bring their children into the world and to shower them with riches, but had no interest in their education. There are severe laws against people who expose their children and abandon them in some forest to be devoured by wild animals. But is there any form of exposure more cruel than to abandon to bestial impulses children whom nature intended to be raised according to upright principles to live a good life? If there existed a Thessalian witch who had the power and the desire to transform your son into a swine or a wolf, would you not think that no punishment could be too severe for her? But what you find revolting in her, you eagerly practise yourself. Lust is a hideous brute; extravagance is a devouring and insatiable monster; drunkenness is a savage beast; anger is a fearful creature; and ambition is a ghastly animal. Anyone who fails to instil into his child, from his earliest years onwards, a love of good and a hatred of evil is, in fact, exposing him to these cruel monsters.
Erasmus, “On Education for Children,” The Erasmus Reader (University of Toronto Press: 1990), p. 74
Education
It is provable both that the historical sequence was, in its main outlines, a necessary one; and that the causes which determined it apply to the child as to the race. ...as the mind of humanity placed in the midst of phenomena and striving to comprehend them has, after endless comparisons, speculations, experiments, and theories, reached its present knowledge of each subject by a specific route; it may rationally be inferred that the relationship between mind and phenomena is such as to prevent this knowledge from being reached by any other route; and that as each child's mind stands in this same relationship to phenomena, they can be accessible to it only through the same route. Hence in deciding upon the right method of education, an inquiry into the method of civilization will help to guide us.
Herbert Spencer, Education: Intellectual, Moral, and Physical (1861)
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