Introduction

I want, in the following paper, to outline a normative concept of the educated person that has been prominent in the Anglo-American philosophy of education of the last several decades, and then to consider some of its applications to Jewish education.

Education and Teaching

Let me begin by contrasting the concept of education with that of the related but quite different concept of teaching. The concept of education is, first of all, wider or more amorphous than that of teaching. “Teaching” is more activity-directed or descriptive of role, whereas “education” less typically describes an activity or role. It is, rather, an umbrella term covering a variety of activities or processes including, for example, those associated with child rearing and, more generally, human development. To describe someone as a teacher gives a more precise account than to describe him as an educator.

Teaching is, secondly, more circumscribed in its manner than is educating. Teaching is thus more often contrasted with indoctrination, and affiliated with respect for the pupil's judgment, with the offering of explanations and demonstrations and with openness to the pupil's questions. Education is less typically thus restricted in manner.

On the other hand – and this is a third point of contrast – teaching is less constrained than education with respect to the value of the outcome sought. I have no qualms in describing you as teaching someone safecracking, but I do have reservations in describing you as educating someone in safecracking.