Education (تعلیم 
)is one of the basic activities of people (لوگ )in all human societies(معاشروں ). The continued (جاری )existence of society depends (انحصار کرتا ہے )upon the transmission (ٹرانسمیشن )of culture (ثقافت )to the young(نوجوان ).
)is one of the basic activities of people (لوگ )in all human societies(معاشروں ). The continued (جاری )existence of society depends (انحصار کرتا ہے )upon the transmission (ٹرانسمیشن )of culture (ثقافت )to the young(نوجوان ).
It is essential (ضروری )that every (ہر )new generation (نسل )must be given training (تربیت )in the ways of the group (گروپ )so that the same tradition (روایت )will cont(... )inue. Every (ہر )society (معاشرے )has its own (اپنے )ways and means of fulfilling this need(کی ضرورت ). ‘Education (تعلیم )has come to be one of the ways fulfilling this need(کی ضرورت ).
)that every (ہر )new generation (نسل )must be given training (تربیت )in the ways of the group (گروپ )so that the same tradition (روایت )will cont(... )inue. Every (ہر )society (معاشرے )has its own (اپنے )ways and means of fulfilling this need(کی ضرورت ). ‘Education (تعلیم )has come to be one of the ways fulfilling this need(کی ضرورت ).
The term (مدت )‘education(تعلیم )’ is derived (حاصل )from the Latin work (کام )‘educate’ which literally (لفظی )means to ‘bring up’ and (اور )is connected (منسلک )with the word (لفظ )‘educate’ which (جس )means to ‘bring (لانے )forth(بیان )’ .The idea (خیال )of education (تعلیم )is not merely(محض ) to impart knowledge to the pupil in some subjects but to develop in him those habits and attitudes with which he may successfully face the future.
)‘education(تعلیم )’ is derived (حاصل )from the Latin work (کام )‘educate’ which literally (لفظی )means to ‘bring up’ and (اور )is connected (منسلک )with the word (لفظ )‘educate’ which (جس )means to ‘bring (لانے )forth(بیان )’ .The idea (خیال )of education (تعلیم )is not merely(محض ) to impart knowledge to the pupil in some subjects but to develop in him those habits and attitudes with which he may successfully face the future.
The Latin author (مصنف )Varro wrote —“The midwife (دایہ )brings forth, the nurse brings up, the tutor trains and the master teaches.” Plato was of the opinion (رائے )that the end (آخر )of education (تعلیم )was to develop (ترقی )in the body and in the soul (of the pupil) all (تمام )the beauty (خوبصورتی )and all the perfection of which (جس )they are capable.
)Varro wrote —“The midwife (دایہ )brings forth, the nurse brings up, the tutor trains and the master teaches.” Plato was of the opinion (رائے )that the end (آخر )of education (تعلیم )was to develop (ترقی )in the body and in the soul (of the pupil) all (تمام )the beauty (خوبصورتی )and all the perfection of which (جس )they are capable.
It means(کا مطلب ہے کہ ), in short(مختصر ), a sound mind (برا )in sound body(جسم ). (men's sana incorporate sano). According (کے مطابق )to the Aristotelian conception(تصور ), the aim of education (تعلیم )is “to develop (ترقی )man’s faculties(اساتذہ ), especially, his mind, so that he may (ہو سکتا ہے )be able to enjoy (سے لطف اندوز )the contemplation of the supreme (سپریم )truth, goodness (نیکی )and beauty (خوبصورتی )in which perfect happiness (خوشی )essentially (بنیادی طور پر )consists.
), in short(مختصر ), a sound mind (برا )in sound body(جسم ). (men's sana incorporate sano). According (کے مطابق )to the Aristotelian conception(تصور ), the aim of education (تعلیم )is “to develop (ترقی )man’s faculties(اساتذہ ), especially, his mind, so that he may (ہو سکتا ہے )be able to enjoy (سے لطف اندوز )the contemplation of the supreme (سپریم )truth, goodness (نیکی )and beauty (خوبصورتی )in which perfect happiness (خوشی )essentially (بنیادی طور پر )consists.
As Peter (پیٹر )Worsely (برا )says, “A large (بڑی )part of our (ہمارے )social (سماجی )and technical (تکنیکی )skills (مہارت )are acquired through (کے ذریعے )deliberate instruction (ہدایات )which we call education. It is the main (اہم )working (کام کر )activity (سرگرمی )of children (بچوں )from (سے )the ages of five (پانچ )to fifteen (پندرہ )and often beyond(سے باہر )...” A large part of the budget (بجٹ )of many(بہت ) developed (ترقی )and developing countries (ممالک )is set apart (علاوہ )for education(تعلیم ).
)Worsely (برا )says, “A large (بڑی )part of our (ہمارے )social (سماجی )and technical (تکنیکی )skills (مہارت )are acquired through (کے ذریعے )deliberate instruction (ہدایات )which we call education. It is the main (اہم )working (کام کر )activity (سرگرمی )of children (بچوں )from (سے )the ages of five (پانچ )to fifteen (پندرہ )and often beyond(سے باہر )...” A large part of the budget (بجٹ )of many(بہت ) developed (ترقی )and developing countries (ممالک )is set apart (علاوہ )for education(تعلیم ).
Education (تعلیم )employs (ملازمین )a large (بڑی )army (فوج )of people(لوگ ). Sociologists (سماجی علوم کے ماہر )are becoming (بننے )more and more aware of the importance (اہمیت )and role of educational (تعلیمی )institutions in the modern industrialised (صنعتی )societies.
)employs (ملازمین )a large (بڑی )army (فوج )of people(لوگ ). Sociologists (سماجی علوم کے ماہر )are becoming (بننے )more and more aware of the importance (اہمیت )and role of educational (تعلیمی )institutions in the modern industrialised (صنعتی )societies.
In recent (حال ہی میں )years education (تعلیم )has become the major (اہم )interest (دلچسپی )of some I sociologists(سماجی علوم کے ماہر ). As a result (نتیجے )a new branch (شاخ )of sociology (سماجیات )called (کہا جاتا )sociology (سماجیات )of education has become (بن )established(قائم ).
)years education (تعلیم )has become the major (اہم )interest (دلچسپی )of some I sociologists(سماجی علوم کے ماہر ). As a result (نتیجے )a new branch (شاخ )of sociology (سماجیات )called (کہا جاتا )sociology (سماجیات )of education has become (بن )established(قائم ).
Durkheim conceives (حاملہ )of education (تعلیم )as “the socialization (سماجیکرن )of the younger(نوجوان ) generation(نسل ).” He further (مزید )states (ریاستوں )that it is “a continuous (مسلسل )effort (کوشش )to impose (مسلط )on the child (بچے )ways of seeing(دیکھ ), feeling (محسوس )and acting (اداکاری )which he could not have arrived (پہنچے )at spontaneously(بے ).”
)of education (تعلیم )as “the socialization (سماجیکرن )of the younger(نوجوان ) generation(نسل ).” He further (مزید )states (ریاستوں )that it is “a continuous (مسلسل )effort (کوشش )to impose (مسلط )on the child (بچے )ways of seeing(دیکھ ), feeling (محسوس )and acting (اداکاری )which he could not have arrived (پہنچے )at spontaneously(بے ).”
Summer (موسم گرما )defined (کی وضاحت )education (تعلیم )as “the attempt (کرنے کی کوشش )to transmit (منتقل )the child (بچے )the modes (طریقوں )of the group(گروپ ). So that he can learn (جاننے کے )what conduct (کرنے )is approved (کی منظوری دے دی )and what disapproved (غیر منظور شدہ )how he ought to behave in all kinds of cases: What he ought to believe and reject.”
)defined (کی وضاحت )education (تعلیم )as “the attempt (کرنے کی کوشش )to transmit (منتقل )the child (بچے )the modes (طریقوں )of the group(گروپ ). So that he can learn (جاننے کے )what conduct (کرنے )is approved (کی منظوری دے دی )and what disapproved (غیر منظور شدہ )how he ought to behave in all kinds of cases: What he ought to believe and reject.”
F.J. Brown and (اور )J.S. Roucek say that education (تعلیم )is “the sum (رقم )total (کل )of the experience(تجربہ ) which moulds the attitudes (رویے )and determines (کا تعین کرتا ہے )the conduct (کرنے )of both the child (بچے )and (اور )the adult(بالغ ).”
)J.S. Roucek say that education (تعلیم )is “the sum (رقم )total (کل )of the experience(تجربہ ) which moulds the attitudes (رویے )and determines (کا تعین کرتا ہے )the conduct (کرنے )of both the child (بچے )and (اور )the adult(بالغ ).”
James Welton in Encyclopaedia Britannica (11th Edition(ایڈیشن )) writes that education (تعلیم )consist (پر مشتمل ہوتے ہیں )in an attempt on the part of the adult (بالغ )members of human society to shape the development (ترقی )of the coming (آنے والے )generation (نسل )with (کے ساتھ )its own (اپنے )ideals of life(زندگی ).
)) writes that education (تعلیم )consist (پر مشتمل ہوتے ہیں )in an attempt on the part of the adult (بالغ )members of human society to shape the development (ترقی )of the coming (آنے والے )generation (نسل )with (کے ساتھ )its own (اپنے )ideals of life(زندگی ).
A.W.Green, “Historically (تاریخی )it has meant (مراد )the conscious (ہوش )training (تربیت )of the young (نوجوان )for the later (بعد میں )adoption (گود لینے )of adult (بالغ )roles. By modern(جدید ) convention(کنونشن ), however(تاہم ), education (تعلیم )has come (آ )to mean (مطلب )formal training (تربیت )by specialists within the formal organisation of the school.
)it has meant (مراد )the conscious (ہوش )training (تربیت )of the young (نوجوان )for the later (بعد میں )adoption (گود لینے )of adult (بالغ )roles. By modern(جدید ) convention(کنونشن ), however(تاہم ), education (تعلیم )has come (آ )to mean (مطلب )formal training (تربیت )by specialists within the formal organisation of the school.
Samuel Koening says “Education may (ہو سکتا ہے )also (بھی )be defined (کی وضاحت )as the process(عمل ) whereby the social (سماجی )heritage of the group (گروپ )is passed on from one generation (نسل )to another (دوسرے )as well (اچھی طرح )as the process (عمل )whereby (جس )the child becomes socialised, learns the rules (قوانین )of behaviour (رویے )of the group into which (جس )he is born(پیدا ).”
)also (بھی )be defined (کی وضاحت )as the process(عمل ) whereby the social (سماجی )heritage of the group (گروپ )is passed on from one generation (نسل )to another (دوسرے )as well (اچھی طرح )as the process (عمل )whereby (جس )the child becomes socialised, learns the rules (قوانین )of behaviour (رویے )of the group into which (جس )he is born(پیدا ).”
Education (تعلیم )stands for deliberate (جان بوجھ کر )instruction (ہدایات )or training(تربیت ). Man(آدمی ) does not behave (برتاؤ )in society (معاشرے )impulsively (آوتشیل )or instinctively(آسان ). He behaves (برتاؤ کرتی ہے )in a way according (کے مطابق )to which (جس )he is trained. Some(کچھ ) thinkers (دانشوروں )have equated (آپس میں موازنہ )it with (کے ساتھ )socialization(سماجیکرن ).
)stands for deliberate (جان بوجھ کر )instruction (ہدایات )or training(تربیت ). Man(آدمی ) does not behave (برتاؤ )in society (معاشرے )impulsively (آوتشیل )or instinctively(آسان ). He behaves (برتاؤ کرتی ہے )in a way according (کے مطابق )to which (جس )he is trained. Some(کچھ ) thinkers (دانشوروں )have equated (آپس میں موازنہ )it with (کے ساتھ )socialization(سماجیکرن ).
A few (چند )other (دیگر )regard (شمار )education (تعلیم )as an attempt (کرنے کی کوشش )to transmit (منتقل )the cultural norms (کے معیار )of the group (گروپ )to its younger (نوجوان )members(کے ارکان ). It is also understood (سمجھ )more knowledge(علم ). All (تمام )these three interpretations (تشریحات )of education as a process (عمل )or a continuous (مسلسل )entity (ہستی )the word process (عمل )stressed (پر زور دیا )continuity(تسلسل ).
)other (دیگر )regard (شمار )education (تعلیم )as an attempt (کرنے کی کوشش )to transmit (منتقل )the cultural norms (کے معیار )of the group (گروپ )to its younger (نوجوان )members(کے ارکان ). It is also understood (سمجھ )more knowledge(علم ). All (تمام )these three interpretations (تشریحات )of education as a process (عمل )or a continuous (مسلسل )entity (ہستی )the word process (عمل )stressed (پر زور دیا )continuity(تسلسل ).
Firstly(سب سے پہلے ), education(تعلیم ), viewed as socialisation, is continuous(مسلسل ). Socialisation(... ) is social (سماجی )learning. This social (سماجی )learning (سیکھنے )is not intermittent (وقفے وقفے سے )but (لیکن )continuous. Perfection (کمال )in social (سماجی )learning is rarely (شاذ و نادر ہی )achieved (حاصل )the more we try to (پر )learn (جاننے کے )our own (اپنے )society (معاشرے )and fellow beings (مخلوق )the more (زیادہ )remains (رہتا ہے )to be learned(سیکھا ).
), education(تعلیم ), viewed as socialisation, is continuous(مسلسل ). Socialisation(... ) is social (سماجی )learning. This social (سماجی )learning (سیکھنے )is not intermittent (وقفے وقفے سے )but (لیکن )continuous. Perfection (کمال )in social (سماجی )learning is rarely (شاذ و نادر ہی )achieved (حاصل )the more we try to (پر )learn (جاننے کے )our own (اپنے )society (معاشرے )and fellow beings (مخلوق )the more (زیادہ )remains (رہتا ہے )to be learned(سیکھا ).
Social (سماجی )learning (سیکھنے )begins (شروع ہوتا ہے )at birth (پیدائش )and ends (ختم ہو جاتا ہے )only (صرف )at death(موت ). It continues (جاری )through (کے ذریعے )out our life(زندگی ). There (وہاں )is no point (نقطہ )or state (ریاست )in our (ہمارے )life (زندگی )at which (جس )we have learn (جاننے کے )everything (سب کچھ )about one group (گروپ )or society (معاشرے )and beyond (سے باہر )that nothing (کچھ بھی نہیں )remains (رہتا ہے )to be studied. We belong (سے تعلق رکھتے ہیں )to different (مختلف )groups at different (مختلف )stages (مراحل )of our (ہمارے )life(زندگی ).
)learning (سیکھنے )begins (شروع ہوتا ہے )at birth (پیدائش )and ends (ختم ہو جاتا ہے )only (صرف )at death(موت ). It continues (جاری )through (کے ذریعے )out our life(زندگی ). There (وہاں )is no point (نقطہ )or state (ریاست )in our (ہمارے )life (زندگی )at which (جس )we have learn (جاننے کے )everything (سب کچھ )about one group (گروپ )or society (معاشرے )and beyond (سے باہر )that nothing (کچھ بھی نہیں )remains (رہتا ہے )to be studied. We belong (سے تعلق رکھتے ہیں )to different (مختلف )groups at different (مختلف )stages (مراحل )of our (ہمارے )life(زندگی ).
As these groups (گروپوں )change (تبدیل )we (ہم )must learn (جاننے کے )new (نئے )rules and (اور )new patterns (پیٹرن )of behaviour. Furthermore (مزید برآں )we do not (نہیں )always (ہمیشہ )remain(رہ ) within (کے اندر اندر )the same (اسی )role.
)change (تبدیل )we (ہم )must learn (جاننے کے )new (نئے )rules and (اور )new patterns (پیٹرن )of behaviour. Furthermore (مزید برآں )we do not (نہیں )always (ہمیشہ )remain(رہ ) within (کے اندر اندر )the same (اسی )role.
We being (کیا جا رہا ہے )as children(بچوں ), pass through (کے ذریعے )adolescence (بالغ )into adulthood(ویسکتا ), marry, become (بن )parents(والدین ), enter (داخل )middle (مشرق )age, retire, grow old and (اور )finally (آخر میں )die(مر ). With (کے ساتھ )each role comes (آتا ہے )pattern of behaviour that (کہ )we must learn and thus (اس طرح )through (کے ذریعے )out our life(زندگی ), we are involved in the socialisation process.
)as children(بچوں ), pass through (کے ذریعے )adolescence (بالغ )into adulthood(ویسکتا ), marry, become (بن )parents(والدین ), enter (داخل )middle (مشرق )age, retire, grow old and (اور )finally (آخر میں )die(مر ). With (کے ساتھ )each role comes (آتا ہے )pattern of behaviour that (کہ )we must learn and thus (اس طرح )through (کے ذریعے )out our life(زندگی ), we are involved in the socialisation process.
Secondly(دوم ), education viewed (دیکھا )as an agent (ایجنٹ )of cultural (ثقافتی )transmission (ٹرانسمیشن )is also continuous(مسلسل ). Culture (ثقافت )is growing (بڑھتی ہوئی )while there (وہاں )can be break in the continuity (تسلسل )of culture. If at all (تمام )there is a break it only indicates the end of a particular (خاص طور پر )human(انسانی )- group. The cultural element are passed on from generation (نسل )act as the agents (ایجنٹوں )of cultural transmission(ٹرانسمیشن ).
), education viewed (دیکھا )as an agent (ایجنٹ )of cultural (ثقافتی )transmission (ٹرانسمیشن )is also continuous(مسلسل ). Culture (ثقافت )is growing (بڑھتی ہوئی )while there (وہاں )can be break in the continuity (تسلسل )of culture. If at all (تمام )there is a break it only indicates the end of a particular (خاص طور پر )human(انسانی )- group. The cultural element are passed on from generation (نسل )act as the agents (ایجنٹوں )of cultural transmission(ٹرانسمیشن ).
Education (تعلیم )in its formal (رسمی طور پر )or informal(رسمی ), pattern(نمونہ ), has been(رہا ) performing (کارکردگی کا مظاہرہ کر )this role since time immemorial(قدیم ). Education (تعلیم )can be looked (دیکھا )upon as process (عمل )from this point of view (دیکھنے کے )also.
)in its formal (رسمی طور پر )or informal(رسمی ), pattern(نمونہ ), has been(رہا ) performing (کارکردگی کا مظاہرہ کر )this role since time immemorial(قدیم ). Education (تعلیم )can be looked (دیکھا )upon as process (عمل )from this point of view (دیکھنے کے )also.
Thirdly(تیسرے ), education (تعلیم )implies as an attempt (کرنے کی کوشش )to acquire knowledge(علم ), is also (بھی )continuous. Knowledge (علم )is like (جیسے )an ocean, boundless(اسیم ), limitless(اسیم ). No one has mastered (مہارت )it or exhausted it. No one (ایک )can claim (کا دعوی )to do so. There is a limit (محدود )to the human (انسانی )genius or the human (انسانی )grasp of the things.
), education (تعلیم )implies as an attempt (کرنے کی کوشش )to acquire knowledge(علم ), is also (بھی )continuous. Knowledge (علم )is like (جیسے )an ocean, boundless(اسیم ), limitless(اسیم ). No one has mastered (مہارت )it or exhausted it. No one (ایک )can claim (کا دعوی )to do so. There is a limit (محدود )to the human (انسانی )genius or the human (انسانی )grasp of the things.
The moral (اخلاقی )man can hardly (مشکل سے )know (معلوم )anything (کچھ )and everything (سب کچھ )about nature (نوعیت )which is immoral(غیر اخلاقی ). The universe (کائنات )is a miraculous(چمتکاری ) entity. The more (زیادہ )one tries to know (معلوم )of it, the more it becomes(ہو جاتا ہے ) mysterious. Not (نہیں )any the natural (قدرتی )universe but also the social (سماجی )universe (کائنات )is complex.
)man can hardly (مشکل سے )know (معلوم )anything (کچھ )and everything (سب کچھ )about nature (نوعیت )which is immoral(غیر اخلاقی ). The universe (کائنات )is a miraculous(چمتکاری ) entity. The more (زیادہ )one tries to know (معلوم )of it, the more it becomes(ہو جاتا ہے ) mysterious. Not (نہیں )any the natural (قدرتی )universe but also the social (سماجی )universe (کائنات )is complex.