Document Type


Publication Date

Fall 2006


Colleagues in the academy seem to have a fascination with conceptual analysis and the term “education.” Debates are held, papers are written, and symposia take place within which definitions are articulated and modulated. Whether the point is to provide narrative, stipulative, or programmatic definitions matters little to the larger point: the quest for the meaning of “education” continues. In their turns, schooling and training are contrasted with education in order to help clarify the differences in scope, purpose, and meaning of the various terms. The concepts are often qualified in discussions of literacy, socialization, and democracy, but why? Why are we still asking these questions? More to the point, why are we still asking these questions in light of the fact that the term is already operationalized and defined for us?


Published in Journal of Thought, (2006), pp. 45-49.