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The process of defining the meaning of Education aims to problematize its lexicology and reconceptualize it. The example is illustrated from real everyday life. An international company that manufactures advanced pharmaceutical products is choosing a cheaper way to get rid of its waste, not to dispose of it. They dump waste off the shores of the poorer African continent based on the company’s maximum profit policy. Is the company’s management well educated? They are, as can be assumed, for rhetorical convenience. The illiterate indigenous tribe living in the jungle of Papua New Guinea’s rainforests do not know the meaning of the environmental jargon: “Reduce, Recycle and Reuse”; however, they protect and sustain the environment based on their known skill level. . Are the inhabitants of the rainforest uneducated just because they are illiterate?
The problems of narrow meaning we call Education arise in the contextuality of the examples above, and the conceptual difficulties of trying to focus meaning on Education are as complex as possible. So the importance of education must emerge from this narrowness to a broad meaning. In its broadest sense, Education is the process of “stimulating” a “person” with Experiences, Language and Ideology, starting from birth and continuing until death. This meaning of Education would give rise to the Purpose as the dissemination of formally, non-formal, cultural, national, scientific and ritually literal skills, literacy, knowledge, norms and values ??as a pedagogy of the institutions that gave rise to the purpose. This goal would be directly related to the consolidation of this Society as an ideological structure. The goal will redefine the function of education. The function of education will therefore be related to how meaning and goals are synchronized in processes called application experience. The formulation of the thesis of this article is developed on three levels – firstly, the meaning of education as stimulating a person with language, experiences and ideology, secondly, the goal of education is to disseminate and consolidate it, and thirdly, the function as synchronized processing.
The development of the sense of education as the stimulation of a person from birth to death with language, experiences and ideology makes the person a being of a process as an ontology. This process begins with being born as an affective language, such as a mother’s cooing, to the process by which the person becomes a cognitive structure as a self-speaking subject or an ego-subject. Here, the individual is subject to the norms, traditions of the culture of society and learns to adapt and assimilate the symbolic codes of society. Along with this process, the individual also learns to formalize his adaptation and belonging to the reading and writing process, ie developing skills and competences. Thus, we conclude that the meaning of education is multi-level and multi-directional, both through formalistic and informal social institutions. The formalistic institutions that promote the Meaning of Education are Schools, Government, Law and Order, etc. Other formalistic institutions, such as family, religion, and native traditions, can act both openly and silently to orient the individual in terms of experience, educated. For example, the oral transmission of a folk song by a mother to her daughter is silent, while the marital function is an aspect that is more open to the implementation of cultural pedagogy. In this way, language and experiences generate codes by which society can experience the Meaning of Education, making ideology possible.
In this way, the importance of Education would give rise to the Purpose as the dissemination of formal, informal, cultural, national, scientific and ritual skills, literacy, knowledge, norms and values ??as a pedagogy. Dissemination would mean disseminating the Society’s cultural norms and values. It would also mean spreading nationalism as democratic pluralism, multiculturalism, diversity and celebration or its reverse as intolerance, authoritarianism through pedagogy; it is also the development of systematized pedagogy – promoted as theoretical and applied in the scientific and technocratic institutions of the Society.
The goal of Education would be directly related to the consolidation of this Society as an ideological structure. Contemporary fixation would answer the questions related to the purpose of Education, which are: empowerment, durability, protection, minimization, conflict resolution, creativity and innovation.
The Purpose of Education and the Meaning of Education give rise to the Function of Education as meaning, i.e. the synchronized processing of Purpose and Function into a materialistic, operational process. Synchronization of the Meaning and Purpose of education takes place at different levels of action. They create, transmit and implement and simulate culture. At the level of Creation, the function of Education is related to “Policy Formation” related to the meaning and purpose of education. Policy formulation can involve many issues such as development, sustainable development, scientific progress, promoting rights, dignity and culture, energy management, disaster management, peace and conflict resolution. Once policy is made, they are communicated and implemented through the institutional structures of society, such as the legal system, education system, welfare management, etc. Cultural simulation takes place both formally and informally as social religious, cultural and family institutions. They fulfill many social and cultural roles in the home, and also celebrate or regret the occasion.
To sum up, it is necessary to summarize the thesis that the meaning of education has been extended to stimulate a person with the help of language, experiences and ideology. The importance of Education becomes essential to the Purpose of Education as dissemination and preservation. The meaning and purpose of education is synchronized with the function of education as creation, transmission and participation.
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Source by Anand Bose