What is Education?

by Esther O. Airemionkhale

Defining education is a complex and multifaceted task, as various social, cultural, and historical factors shape it (Jackson, 2011). While it may seem straightforward to describe education as the process of learning and acquiring knowledge, this definition only scratches the surface of what education entails. In this article, I will explore some of the critical dimensions of education and how they intersect, using Nigeria, my home country as a context.

At the outset, it is important to recognise that education is not a monolithic entity with a fixed definition. As Jackson (2011, p.5) notes, if education were a singular concept, it would have been fully explored and defined long ago. Instead, education is a dynamic and evolving phenomenon shaped by its context and history. For example, the goals and objectives of education in different countries and regions can vary greatly depending on factors such as politics, economics, and culture.

As a graduate student in the School of Education, I initially believed education was primarily about empowering individuals to succeed personally and professionally. However, as I continued my studies, I realised that education encompasses a broader range of experiences and outcomes. Education is not just about formal schooling but also involves informal and non-formal learning that occurs throughout one’s life. It encompasses personal and social development, acquisition of skills and knowledge, and the ability or inability to make informed decisions.

Furthermore, education is beyond an individual pursuit. It is a social institution that plays a critical role in shaping the values and culture of a society (Higham and Earley, 2013). Educational institutions are responsible for transmitting knowledge, skills, and beliefs essential to maintain and sustain a particular way of life. Through education, individuals are socialised, conditioned and prepared to become active members of their communities. The values and beliefs transmitted through education can shape society’s political, economic, and social structures.

However, the purpose and meaning of education are not universal but rather contingent on a variety of factors such as power, privilege, and policy. As Bartlett (2016) notes, the purposes of education are not fixed but can shift depending on the interests and goals of those in power. For example, during the colonial era in Nigeria, education was used as a tool of oppression and control, designed to create docile subjects rather than empowered citizens (Fafunwa, 1974). However, with recent developments and global education policies, the purpose of education in Nigeria in the 21st century is to enhance human capital and national development (Maekae, 2013).

It is, therefore, important to recognise that education does not exist in a vacuum but is shaped by power relations and policies that determine its structure and accessibility. To understand and define education, one must consider one’s context, education, and privileges as a starting point.

In conclusion, education is a complex and multifaceted phenomenon that defies simple definition. To fully understand education, it is necessary to consider the historical and cultural context within which it operates and the power relations and policies that shape its goals and objectives. By doing so, we can better understand the transformative potential of education, as well as its limitations and challenges.

Esther Airemionkhale is studying on the MA Education in the School of Education at the University of Sheffield. Alongside her studies, Esther is also a student representative and student partner.

References
Bartlett, S. and Burton, D. (2016). Introduction to Education Studies. Fourth edition. London: SAGE.

Fafunwa, A. B. (1974). History of education in Nigeria. London: George Allen & Unwin Ltd.

Goddard, R. & Payne, M. (2013). ‘Criticality and the practice-based MA: an argument drawn from teaching on the Masters in Teaching and Learning (MTL)’ Journal of Education for Teaching: International Research and Pedagogy, 39(1), pp. 123–135. Available at: https://eprints.whiterose.ac.uk/107194/ (Accessed: 25 April 2023)

Higham, R., & Earley, P. (2013). ‘School autonomy and government control: School leaders’ views on a changing policy landscape in England’, Educational Management Administration & Leadership, 41(6), pp. 701–717.

Jackson, P. W. (2011). What is education?. University of Chicago Press. Available at: https://ebookcentral.proquest.com/lib/sheffield/reader.action?docID=783333 (Accessed: 25 October 2022).

​​Maekae, J. (2013). The Role of Education in National Development: Nigerian experience. European Scientific Journal, 9(28). Available at: https://core.ac.uk/download/pdf/236408123.pdf (Accessed 9 May 2023)