Teaching and Education
The generalpurport ofeducation, asit hasbeen alreadycited, com-
prisesallofthecategoriesofactivitiesthatinfluencethedevelopmentof
individuals,predispositions,andbehaviors.Itisnotpeculiartotheactiv-
itiesthatpersonsthemselvesdo,orthosedonebyothers.Thepurportof
educationcoverseverymodificationandreformationpracticedonethics
andbehavior.Italsoincludestheindirectfactors,suchaslaws,therul-
ingauthorities,themannersofliving,thetraditionsandthesocialhabits
and conventions et al.
Such indirect factors, in additionto the material andnatural environ-
mentsandconditionssuchasclimatesandgeographicallocations,have
effects on education. Finally, all of the circumstances that help in the
formationofthehumanbeingsareincludedinthefactorsinfluencingthe
processes of education.
From the abovewe concludethat education compriseseverydevelop-
mentorformationthat doeswith individuals’powers,predispositions,
and behavioral aspects tending to guidance.
Teaching,ontheotherhand,standsforthetransferenceofinformation
fromateachertoastudentfordeliveringknowledge.Hence,teachingis
confinedinthisframewhileeducationenjoysamoreelevatedandcom-
prehensivemeaningsinceitincludeseverypositiveprogressandmatur-
ity of the individuals’ capabilities.
Education,initscommonsense,takesaccountofthewholephysical,in-
tellectual, and ethical aspects of personalities. Teaching stands for the
processoftransferringknowledgetoindividuals.Thisprocessisoneof
theeducationalmeans.Thepositivityofteachingisestimatedaccording
to the obtained knowledge.
Knowledge may influence theindividuals’ livesonlywhenbeing sen-
tientandaccordanttotheactualitythatitcanbeconsumedinthebeha-
vior..
The imperfectknowledge leavesnoeffectatall intheindividual com-
position. It creates the suspension of the practical life.