The history of education is the history
of teaching and learning. Each generation, since the beginning of human
existence, has sought to pass on cultural and social values, traditions,
morality, religion and skills to the next generation. The passing on of
culture is also known as enculturation and the learning of social
values and behaviours is socialization. The history of the curricula of
such education reflects human history itself, the history of knowledge,
beliefs, skills and cultures of humanity.
In
pre-literate societies, education was achieved orally and through
observation and imitation. The young learned informally from their
parents, extended family and grand parents. At later stages of their
lives, they received instruction of a more structured and formal nature,
imparted by people not necessarily related, in the context of
initiation, religion or ritual.
As
the customs and knowledge of ancient civilizations became more complex,
many skills would have been learned from an experienced person on the
job, in animal husbandry, agriculture, fishing, preparation and
preservation of food, construction, stone work, metal work, boat
building, the making of weapons and defensis, the military skills and
many other occupations.
With the
development of writing, it became possible for stories, poetry,
knowledge, beliefs, and customs to be recorded and passed on more
accurately to people out of earshot and to future generations. In many
societies, the spread of literacy was slow; orality and illiteracy
remained predominant for much of the population for centuries and even
millennia. Literacy in preindustrial societies was associated with civil
administration, law, long distance trade or commerce, and religion.[8] A
formal schooling in literacy was often only available to a small part
of the population, either at religious institutions or for the wealthy
who could afford to pay for their tutors. The earliest known
universities, or places of higher education, started teaching a
millennium or more ago.
Universal
education of all children in literacy has been a recent development, not
occurring in many countries until after 1850 CE. Even today, in some
parts of the world, literacy rates are below 60 per cent (for example,
in Afghanistan, Pakistan, Bangladesh). Schools, colleges and
universities have not been the only methods of formal education and
training. Many professions have additional training requirements, and in
Europe, from the Middle Ages until recent times, the skills of a trade
were not generally learnt in a classroom, but rather by serving an
apprenticeship.