There are political parties with goals and agendas, as well as groups of young people,

associations, and various partnerships. These groups are also interconnected in a close

manner through blood and ethnic ties among nations, and they exhibit diverse

characteristics. Considerable population diversity exists in many modern and some

ancient countries, including variations in language, religions, cultural symbols, and

beliefs. From this perspective, there are numerous less significant political entities, and

even within our large cities, we find loosely associated communities instead of a

comprehensive, deeply integrated society. (See page 20.) Consequently, joint

organizations and communities become significantly enigmatic. They may feel both

descriptive and normative, based on praise, and also legally and practically. In social

philosophy, the aforementioned reference is often considered superior. The society we

envision and imagine as an individual community by nature has been confirmed to

possess commendable social goals and significance. Additionally, it is tied to lineage

until the end of time, with emotional exchanges for participatory empathy. However,

when we examine the facts that indicate the term, rather than limiting it to essential

connections, we find unity, but multiple communities can be either beneficial or

detrimental. This may include men engaged in criminal activities during conferences,

exploiting vulnerable workers while in service, and political factions that cohere through

a desire for plunder and theft.

1
If interests are a factor in social control, then the other meanings were not only highly correlated with
freedom among social groups (by isolating it as much as possible to maintain the intention of separation),

but also changing the habit of society as a habit of its control and continuous adjustment in a new way

through facing the new situations that were issued through diverse and multiple relationships. These two

characteristics, specifically, are what distinguish a democratically formed society. We are not first from the

educational side to comprehend that perception is our concept of social life in which interests intertwine as a

fundamental element in the discipline of society in terms of progress or the discipline and adjustment of

behavior; it is an important consideration to make a democratic society more concerned than other societies

and make it a reason to be in an educational position that has the ability to make decisions and also has the

ability to set a correct curriculum. The dedication of democracy to education may be a familiar fact. The

government relies on superficial interpretation through popular voting, which could not have become if those

people did not apply force to their educated rulers. Since the democratic society has rejected the main

responsibility for external authority, it is imperative to find an alternative in voluntary and interest-based

behavior; this can only be established through education. But there is a deeper explanation. Democracy is

better than a system of governance; it is primarily a lifestyle linked to shared communicative

experience.”

2
Following nature as a political doctrine means maintaining goals, habits, and institutions

against revolution (see page 91). Rousseau’s statement that everything is fine because it

comes from the hands of creators is only significant in its contradictions with the final

part of the same resolution: ‘This is what he said again’: A real man has absolute value;

he may be described as a numerical unit with complete whole numbers and is related

only to himself and not to his fellow man. However, a civilized man is described only by

relative unity and also by the numerator in the decimal fraction whose value depends on

what he controls, and his relationship with the complete individual of society. Good

political institutions are those that make a man artificial.’ This is based on the contrived

concept and the harmful nature of organized social life as it exists, which is based on the

idea that nature not only provides the primary forces that begin growth but also begins

with its plans and goals. Most bad institutions and habits automatically give wrong

education, which the most careful education cannot compensate for if it is correct

enough; but the conclusion is not about education in isolation from the environment, but

to provide an environment that has the original forces that are in a position for the best

use. Social efficiency as a goal concept makes nature provide the end of education and

society the end of evil; it is difficult for

3
intellectual opportunities to be available to everyone on fair and easy terms. A society divided into
classes needs to pay special attention only to the education of its ruling elements. A mobile society
filled with channels for spreading change that occurs anywhere must ensure that its members have
learned how to innovate personally and adapt. Otherwise, it will be confused by the changes
surrounding it and characterized by significant importance or bonds they do not realize. The result
will be confusion where some monopolize the results of activities directed by others who are blind.
3- Platonic educational philosophy. Later classes will be allocated to clarify the implications of
democratic ideas in education. In the remaining parts of this chapter, we will look at educational
theories that have evolved in three eras where the social dimension of education was particularly
clear. The first thing to consider is Plato. No one can express the truth that society is organized
stably when each individual does what he has the capacity to do by nature, which is useful to others
(or to praise everyone he belongs to); and the task of education is to discover these predispositions
and gradually train them for social use.

4
The absorption of new presentations, their entire personality is important, the effect of the new
presentations is to reinforce the groups that were previously formed. First, the teacher’s profession
is to choose the appropriate material to determine the nature of the original interactions, and
secondly, to arrange the sequence of subsequent presentations based on the stock of ideas included
in the previous transactions. Control looks back to what happened in the past instead of discovering
an idea to define a higher goal.
3- Certain formal steps can be put in place for all teaching methods. Clearly, presenting a new
subject depends on the basics, but since knowledge lies in the way this interacts with the contents
already submerged under consciousness, the first thing is the step of preparation - that is, the
invitation to a special activity and excellence on the ground of conscience, those old presentations
are the absorption of the new presentation. Then after the presentation, follow the interactions
between the old and the new; after that comes the application of the newly created content to
perform some tasks. Everything must go through the path. Thus, there is a completely uniform
method of education in all subjects for all students of all ages.
Herbert’s great service lies in removing the work of teaching in a trivial and non-essential region.

5
To say that to one of the people who know what it is or can mean certain consequences, this is his
saying, of course, and he can better anticipate what will happen, he can, as a result, be alert and
prepared to advance as it guarantees beneficial consequences and avoids one of the undesirable
things. A true educational experience, then, is one of the instructions transferred and capable of
increasing, and on the other hand, it is contradictory through volatile activity. (A) And finally, he
did not care what happened. Only one allows himself to leave and avoid associating with the
consequences of what one does by this act (and the appearance of signs of his relationships with
other things).
It is customary to frown upon him as a random starch without purpose, and to treat him as
deliberate harm or neglect or chaos. But there is a propensity to pursue the cause of such aimless
activities and the desire of youth itself, and isolation from everything as well. But in reality, like a
quick emotional activity, and because of the lack of adaptation to those around. Individuals act
volatile as they act under a decisive non-essential command, or to say, without having a specific
goal or realizing the action on other actions. One may learn by doing something he does not
understand; even in the most intelligent work, we do more than we intend, for the most part, of the
work association; we consciously intend not to be perceived or expected. But we only learn

6
Now for discipline. Where the activity takes time, where many meanings and consequences lie
between its beginning and its end, which require deliberation and perseverance. It is clear that a
very large part of everyday life depends on the will in deliberate control or conscious behavior to
endure perseverance and resilience in opposing solicitations. The man with a strong will to use
words is not described as a man who contradicts himself or as a person who lacks enthusiasm in
achieving desired goals. His executive ability may be to strive persistently and actively to execute
or achieve goals. Weak will be unstable like the waves of the sea.
Clearly, there are two worlds in the will. One has to do with looking at the results, and the other has
depth in realizing the expected results of the person.
(I) Stubbornness is perseverance but it is not the strength of will. Stubbornness may be just an
animal deficiency and lack of feelings. A person continues to work something hard because he
started this work, in fact, the stubborn man generally retreats (although he is not fully aware of his
refusal) and to clarify to himself what his proposed end is; and
He has a feeling that if he allowed himself to get a clear and complete idea about it, it might not

be worth the effort and trouble. Stubbornness shows itself even more on the external level; (I(

7
They change things about it. There is no perfect reward, nor is there any emotional or intellectual
enrichment accompanying them. Some others contribute to preserving life, to its appearance and
decoration from the external form. Both undermine each of our existing social activities, as well as
industrial and political activities in both systems. Nor the people who have the capacity to occupy
them, nor those who are directly affected by them, are interested in their work as a factor and with
absolute freedom. And because there is no purpose in the work for the one who does it, or because
of the personality restricted from the goal. Many people are forced by the same circumstances to
return to themselves. And they resort to an unclear, delicate, and whimsical way. They are
described as aesthetically driven but lack the finesse of artistic taste, since their emotions and goals
have turned on themselves, instead of having ways in behaviors that change their conditions. Their
mental life is emotional; and enjoying an internal natural view. And even the pursuit of the world
can become a refuge from the difficult conditions of life and not a temporary withdrawal for the
sake of feeling refreshed and clarifying the vision in future dealings with the world. The artistic
world may become associated not with a specific transformation of matters, making them more
important to the mind, but with eccentric whims and emotional indulgence. The separation and
mutual disdain of the personality of a rational and practical man and a man with a theoretical side
of science or culture, then the fines of separation and industrial skills are indicators of this
condition.

8
They only get rid of the artificial short-term constraints imposed by humans. It was believed that
education in harmony with nature would be the first step in securing this more particular society.
Clearly, economic and political constraints ultimately depend on the constraints imposed on thought
and emotions. The first step in freeing men from external chains was to liberate them from the
internal chain of false beliefs and ideals. What was called social life and existing institutions were
so false and corrupt that they could not be trusted in this work. How could it be expected to
undertake that when the commitment means their destruction? ‘Nature’ must be the force that will
be left to the institution even the extreme provocative theory of knowledge that was currently
derived from this concept.
The insistence that the mind is originally passive and empty was one of the ways to glorify the
possibilities of education. If the mind was a wax tablet on which things are written, there would be
no limits to the possibility of education through the natural environment. Since the natural world of
things is a scene of ‘harmonious truth,’ this education would undoubtedly produce minds filled with
truth.
5- Education as a national and social issue. Once the initial enthusiasm for freedom waned, the
weakness of the theory from a constructive standpoint became clear. Just leaving everything…

9
Being on Earth confirms that life and instinct are a kind of miracle in any case. Therefore, we do
not notice what is the essential characteristic of the event, that is, the temporal importance of all
elements and their arrangement, and the way each previous event leads to the end, which was, and
summarizes the process and its end. Since goals are always associated with results, the first thing to
consider when it comes to goals is whether the specific mind involves an essential continuity. Or is
it just a sequential set in actions, or doing something then doing another? When talking about the
educational goal, almost every action taken by each student is supervised by the teacher, and when
the only system in arranging his thoughts may come from lesson tasks and directions given by
someone else, talking about it may be of no value. It is equally important to allow for volatile or
unrelated work in the name of spontaneous self-expression. The goal includes organized and
methodical activity, which is represented in the gradual perfection of the educational process.
Considering that there is an activity with a time period and cumulative growth within the temporal
succession, the goal means foresight before the end or possible completion. If bees anticipated the
results of their activity, if they realized its end with imaginative foresight, they would have the
essential element in the goal. Hence,

10
the ‘disciplinary’ submission to existing institutions is meaningless. The extent of the
transformation in educational philosophy that occurred in Germany in the generation that struggled
against Napoleon for national independence, from Kant, who well expressed the previous universal
individual idealism, and in his research on pedagogy, which consists of lectures presented in the last
years of the eighteenth century, education was defined as the process through which man becomes
an end in itself. Humanity may begin its history submerged in nature and not as a creature of
reason, while nature provides instinct and talent. Nature simply provides the generations that
develop and complete education. The specificity of true human life is that man must create himself
through his own voluntary efforts; he must make himself a moral being with reason and absolute
freedom. This creative effort is carried out through the educational activities of the later generation.
It depends on accelerating the pursuit and awareness of the youth to educate their successors not for
the current state but to hasten the future as much as possible for humanity. But there is a great
difficulty. That each generation educates its young so that they fit into the present world instead of
the goal related to educational procedures: and to achieve humanity as an end in itself in the best
possible way. Parents educate their children so that they can ascend; and officials educate

11
The critics argue that focusing excessively on the goals rather than persevering and using energy to
achieve those goals is counterproductive. A truly responsible person considers their objectives and
ensures that their thoughts about the outcomes of their actions are clear and comprehensive. Those
we label as lacking willpower or being complacent often deceive themselves about the
consequences of their actions. They selectively choose acceptable traits while ignoring all
accompanying circumstances. When they start acting, the negative results they ignored begin to
manifest. Alternatively, they complain that their challenging fate hinders them from achieving their
noble purpose, leading them toward conventional work patterns. The fundamental difference
between strong and weak will lies in rational thinking, which involves the degree of steadfastness
and determination applied when considering consequences—an aspect that cannot be overstated.
There is, of course, a debate about tracking results. While the outcomes are anticipated, they do not
exert a deep grip on the individual. They deserve curiosity and exploration. However, there is no
claim of excessive rumination. There exists what we call one-sided thinking, which emerges when
examining the proposed work paths. Certain slackness in the fibers prevents the contemplative
being from grasping and engaging in the work. Most

12
human relationships, in terms of science, commerce, and art, transcend national boundaries. They
are international in nature and style, involving connections and collaboration among people from
different countries. Simultaneously, the concept of national sovereignty has not prominently
featured in politics as it does today. Each citizen lives in a state of latent animosity and imminent
war with neighbors. Naturally, each nation has unique interests. Questioning this challenges the
idea of national sovereignty, which is supposed to be fundamental to political practice and political
science. This contradiction (which is no less significant) between the broad scope of socially
connected and mutually beneficial life and the narrower domain of exclusive and potentially
adversarial goals highlights the concept of “social” as a function and test of education, as achieved
thus far. Can a nation-state effectively manage and undermine the complete social goals of the
educational process? Internally, it must confront conflicts due to the current economic conditions
that have divided society into classes. Some have become tools for the upper class.

13
In a nonchalant manner and with diversity in all details, it revolves around everything that has an
impact on effectively pursuing your career. Viewing the future means recognizing existing facts
because they play a role in achieving the desired outcome. You need to understand your resources,
the governing conditions, and the challenges and obstacles. This insight and investigation, coupled
with a rational outlook, are crucial. Actions that lack such foresight, fail to anticipate outcomes, and
neglect examining means and obstacles are indicative of either partial intelligence or outright
foolishness.
Now, let’s consider a scenario where the mind is not preoccupied with manipulating tools but rather
with expressing intentions through writing. In this case, the situation remains the same. There is
ongoing mental activity, focused on developing the topic even when it is not explicitly written
down, akin to how a photograph captures moments. Intelligence lies in anticipating various
conclusions based on current data and considerations, alongside continuous observation to refine
the subject during communication and arrive at conclusions.

14
Regarding the purpose of education, it is assumed that individuals should continually enhance their
learning. The goal and reward of education persist in the ability to adapt. When exploring
educational objectives, we are not interested in discovering external goals beyond the scope of the
educational process itself. Education takes precedence. We are concerned about the contradiction
that arises when objectives belong within the educational process versus when they are externally
imposed. Improving the latter conditions becomes essential, especially when social relationships are
not balanced to a sufficient degree. In such cases, certain social groups may not experience growth
due to limited freedom in expressing their unique experiences and authentic goals, which may serve
hidden agendas rather than their actual intentions. The importance of education, as discussed in our
previous interactions, aligns with achieving democratic societal goals.

15
Furthermore, the research topic becomes a self-contained entity, something that can be learned
either through optional mental programming or through ideas left by the mind.
The concept of self-interest reveals the fantastical nature of these notions. When the mind functions
as an instrument of response, based on anticipating potential consequences in the future and
controlling the type of outcomes expected, it becomes highly formalized. Consider the example of
being committed to a specific profession, such as operating a typewriter. If you are an expert, your
physical habits—body movements—may take precedence over free-thinking to convey your main
idea. Even if you are less skilled or, conversely, proficient but using a malfunctioning typewriter,
intelligence lies in the vigilance to avoid random keystrokes and instead focus on arranging specific
words for coherence. Monitoring becomes the key to deciphering symbols and maintaining a
smooth flow of actions. However, distributing your observations may not always occur
immediately after the fact.

16
Nevertheless, the routine work in many schools adheres to rules that may assign roles to students
even after they have executed a task. Their role in connecting outcomes is similar to their role in
providing direct answers. Some scholars find interest in relying on deception as a form of surprise.
However, such an approach can be volatile and lead to unpredictable methods. Routine work, when
automatic, may enhance proficiency, but it does not necessarily foster novel behaviors or
relationships. As environmental changes occur, we must adapt our behavior to maintain balanced
connections. Uniform, isolated approaches can prove disastrous in critical moments, and boasting
about skills may reveal severe inadequacy.
Critics have pointed out the fundamental inconsistency in the idea of education as an ongoing
process of continuous reconstruction. This inconsistency lies in distinguishing the desired goal
within the educational process itself and the external establishment of objectives. While this
contradiction is verbal, it underscores the need for experiential time, where activities unfold and
may conclude in a previous period. This highlights the interconnectedness of work centers.

17
However, the idea that education is closed in the past is actually fundamentally looking at the past,
especially literary derivatives related to the past. Considering religious heritage related to the past,
this idea may be problematic to some extent.
First and foremost, it relies on a flawed biological basis. The embryonic growth of human infants is
maintained with doubt that there are some features similar to corresponding species in life.
However, considering that it has undergone precise stages in the past, if there is any resumption,
(the law) is accurate, and it is clear that evolution did not occur. Each new generation simply
repeats the lifestyle of its ancestors. Evolution may occur briefly through shortcuts and changes in
the previous growth project. This suggests that the purpose of education may facilitate itself
through short-term indirect growth. The greater advantage of the speaker, who has little experience
and is based on educational teachings, enables us to liberate young people from the need to live in
the past that has passed. Even young people need to overcome this issue. I have created a social
environment for young people through participation and activities in thinking methods.

18
There is a desire to consider what is dear to the hearts of adults and provide them with goals
regardless of the abilities of learners. There is also a desire to present specific goals, neglecting the
specific authorities and requirements for each individual, and only control all knowledge and
education as something that happens to the individual at a specific place and time. The broader
scope of adult perception is of great value when monitoring the strengths and weaknesses of young
people, specifically what they can achieve. Thus, the technical abilities of adults show precisely
what some child inclinations can do; if we do not have the achievements of adults, we must not be
able to confirm the importance of specific activities in using colors, design, inference, and planning
for childhood. Therefore, without the language of adults, we should not be able to see the
importance of the motives that children engage in. Among other things, it is completely determined
as a fixed goal regardless of tangible activities in intellectuals.
(2) The goal must be transferable to a way to collaborate with activities for those who are deceived
by instructions. It must propose the type of environment necessary to liberate and organize their
abilities if the field itself does not allow it.

19
However, it is good to remind ourselves that education on this basis has no goals. People, parents,
teachers, etc., have goals and do not have an abstract idea similar to education. Therefore, their
purposes are infinitely diverse and vary among children, and this change is like the growth of a
child with the growth of experience from the person who teaches. Even the most valid goal can be
expressed in expressions, such as the actions that cause more harm than words, unless someone
realizes that they have no goals. But instead of the suggestions of intellectuals regarding how to put
it under surveillance, how to move forward, and how to desire between freedom and
recommendation for the tangible situations of the activities they find themselves in. As (author
Scott’s) previously said, “Exposing the young to reading novels instead of old ‘sleuth’ stories,
teaching his daughter how to master sewing, and how to extract the idea of bullying from the
character ‘John’s’ and regain her study of medicine. This is a model of millions of goals that we
already have in our tangible work of education.” Taking these qualifications into account, we must
continue to parade some of the characteristics present in all good educational goals. (1) The
educational goal must be based on the activities and essential needs (including innovative instincts
and acquired habits) of the individual to be educated. The purpose of this goal may be like
preparation, as we have seen, deleting existing privileges and finding the goal in some remote
achievements or responsibilities. In general,

20
sufficient interaction between experiences—whenever action becomes more significant from the
perspective of the class suffering from deprivation, accepting it aimlessly, and exploding from the
perspective of the class fortunate enough materially. Plato defined the slave as the person who
accepts the purposes that control his behavior from others. This condition occurs even if there is no
legal slavery. It exists wherever a man engages in a beneficial activity but does not understand his
service and does not care about it personally. Much of the scientific management of work is a
narrow perspective that restricts the scientist who ensures the scientific competence of muscle
movements. The main opportunity for science is to discover the relationship between a man and his
work, including his relationship with others who participate in the work, which will attract his
intelligent interest in what he is doing. Often, efficiency in production requires dividing the work.
However, it is reduced to mechanical routine unless workers see the technical, intellectual, and
social relationships involved in what they are doing. Engaging in their work because of the
motivations provided by such perceptions, the tendency to limit the efficiency of activity and
scientific management to purely technical factors is evidence of one-sided intellectual stimulation
that gives those who control the industry. They provide it with their goals due

21
Parents and teachers often complain, and rightly so, that children ‘don’t want to listen or
understand.’ Their thinking doesn’t revolve around the subject because it doesn’t directly concern
them. This is a situation that needs addressing, but the solution cannot involve methods that
increase indifference and animosity. Instead, disciplining a child for not paying attention is one way
to make them realize that the matter is not trivial. It’s about creating ‘interest’ or fostering a sense
of connection. In the long run, its value is measured by whether it provides mere physical stimuli
for behavior in the way an adult desires or whether it encourages the child to ‘think’—that is,
reflect on their actions and carry them out with purpose.
(II) The clearer than ever truth is that self-interest is a fundamental condition for executive stability.
Employers don’t announce workers who don’t care about what they do. If someone’s a lawyer or a
doctor, they’ll never think that the appointed person will adhere to their work conscientiously
unless it’s suitable for them to do so based on a sense of commitment. Measuring benefit—or
rather, the depth of the grip on the expected outcome—drives individuals to work toward achieving
it.
2- The importance of the idea of ‘caring’ lies in its association with past experiences.

22
An adequately sensitive mind, attuned to the needs and current circumstances, will have more vital
motivations for the present category, and it won’t need to search by revisiting the past because it
won’t lose the connection.
3- Education itself is rejuvenation. Unlike the theories of internal latent forces or external
formation, whether through material aspects or cultural activities in the past, the concept of growth
implies that education continuously reorganizes or rebuilds experiences. It’s an ongoing process,
and as much as activity is educational, it directly influences the quality of experience. Childhood,
youth, and adult life—all stand on the same educational level, meaning that what is genuinely
taught at each stage contributes value to that experience. Essentially, the primary work in life at any
point is to earn a living, thus enriching its sensory meaning.
And thus, we arrive at a technical definition of education: the reconstruction or reorganization of
experience that adds to the meaning of subsequent experiences, guiding their trajectory.

23
Plato’s allegory of the cave, borrowed from the philosopher Plato, emphasizes the increasing
awareness of the many possibilities that have been borrowed from experience. However, the
circumstances that he couldn’t intellectually control led him to restrict these ideas in their
application. He lacked insight into the indeterminate multiplicity of activities that might distinguish
an individual or a social group. Consequently, he confined his perspective to a limited number of
abilities and social arrangements. Plato’s starting point is that organizing society depends on
knowing the end of existence. If we know its end, we’ll be at the mercy of chance and whim unless
we know the better end, which provides a standard for rationally deciding which possibilities to
enhance and how to organize social arrangements. We’ll lack any idea of the correct boundaries
and the distribution of activities, what he called justice, as a feature of both individual and social
organization. However, how can true and lasting knowledge be achieved? In our attempts to
address this question, we face a seemingly insurmountable obstacle: knowledge can only be
realized within a just and harmonious social system. Furthermore, the mind, clouded and misled by
erroneous evaluations and perspectives, struggles to discern the many different cultural models and
standards. In chaotic sectarian societies, the language of expression is stifled, where men refuse to
engage with each other and use only the bare minimum of gestures necessary for coexistence.

24
The importance of what has been taught lies in providing it for further education. It reflects the
teacher’s perspective on life, a eloquent philosophy regarding the teacher’s duty in educating
students. It is almost silent regarding excellence in education. It emphasizes the impact of the
intellectual environment on the mind, staining the fact that the environment involves personal
participation in shared experiences. It exaggerates to the point where there is no room for doubt
about the conscious formulation and use of the method, while downplaying the role of unconscious
vital situations. It clings to the ancient past, simply surpassing the original narrative work that
cannot be predicted. In short, it considers everything educational except the essential pursuit of vital
energy, an opportunity for effective physical exercise. All forms of education are mental and ethical
characteristics, but formation consists of testing and coordinating activities of indigenous
populations, where the social environment can be leveraged. Furthermore, formation is not just
shaping activities for indigenous populations, but it happens through them. It is a process of
reconstruction and reorganization.

1. Education as a summary and retrieval. It combines distinctive ideas from external

development and training into a theory of biological and cultural education.

25
There is a difference in assigning dynamic values to natural growth variations and using them.
Preferring irregularity over the approximation gained through trimming will carefully follow what
happens in the body, thus proving its effectiveness. Monitoring natural trends is difficult under
restrictive conditions. They clearly manifest in the spontaneous words and actions of children,
particularly when they participate without imposed limitations and are unaware of being observed.
This doesn’t mean that all tendencies are desirable because they are natural; however, it implies that
they work. We must take them into account due to their existence. We need to ensure that the
environment encourages them to remain active, and their activity will influence the direction taken
by others, thereby discouraging the latter from not engaging because they don’t contribute. Many
inclinations that bother parents may seem temporary, and sometimes excessive direct attention only
leads to fixing the child’s interest in them. In any case, it’s easy for adults to adopt their own habits
and desires as standards, considering all children’s whims as evils to be eliminated. These
assumptions against the concept of following nature require significant adjustment—they result
from attempts to directly force children to conform to adult standards.

26
Instead of the spiritual essence and the purpose of activity, culture clashes with competence.
Whether culture or overall development is placed under the label of self-identity, the result aligns
with the true meaning of social competence whenever care is given to what is exceptional for the
individual—because an individual won’t be one if there isn’t something suitable for them.
Conversely, moderation may occur in some matters, or opinions may be consistent. The more
unique qualities are developed, the more the individual’s results stand out, along with greater
agreement on social service that extends beyond material goods. How can there be a society
deserving of service if it doesn’t consist of individuals possessing important personal qualities?
The truth is that opposing high personal value to social competence is a product of an organized,
hierarchical society strictly divided into lower and higher ranks. Recently, these individuals should
have the time and opportunity to develop themselves as humans; they were previously limited to
external products. When social competence is encouraged, measured by the product or output, it
means that the consumer report stands out if an aristocratic society is accepted and perpetuated.
However, if democracy has moral and ideal significance, it demands social return.

27
Their lives were in a silent, non-social environment where men refuse to interact with each other
and use only the minimum gestures necessary for survival. The expressive language would be
unfulfilled by him as if he had no individuals expressing their opinions. If the opinions he issues
occur in a context of people speaking Chinese, activities with similar sounds will be selected and
coordinated. This clarification can be applied to the full scope of an individual’s educational
adaptability. It places the heritage of the past in complete connection with the demands and
opportunities of the present.

1. The theory emphasizes that the subject of appropriate education exists in the cultural
outcomes of past ages (either generally or more specifically in the special literature that is
supposed to cease with the progressive development of teachers),

t may provide another example of distinguishing between the process of growth and its outcomes,
which have been criticized. To maintain the flow of activities and keep them alive in ways that
facilitate their survival in the future, this is the function of educational research. However, an
individual can only live in the present. The present is not merely something that follows the past; let
alone something it has produced. Life may be about leaving the past behind. Studying previous
outcomes won’t necessarily help us understand the present because the present is…

28
It must be imposed through some external authority for information exchange, leaving something
that cannot be done from the past but with care in the automated selection of means.

1. We have spoken as if goals can be fully shaped before attempting to achieve them.
Now we need to specify this idea. As the goal first appears, it may be a temporary schematic
drawing. Diligence realizes that this might be worth examining. If directing activity
successfully is sufficient, it doesn’t require more, as its entire function is to set a goal for
progress; sometimes merely signaling will suffice. However, in complex situations where
you work, it often highlights the conditions that have been overlooked. This calls for timely
adjustment and continuous communication to make the right decision and what it entails.
Therefore, the goal must be adaptable; it should be capable of changing to meet
circumstances. The ostensibly predetermined purpose for the course of active activity may
always be stable. If it is introduced or rejected externally, it is not supposed to have a
working relationship with the tangible conditions of this situation. What happens in the
course of work doesn’t necessarily confirm, deny, or even change it from one form to
another. Such a goal cannot be insisted upon. Failure may result from its inflexibility, which
is related solely to persistence in certain situations—not necessarily because the goal may be
illogical under these circumstances. On the contrary…

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The value of the projected goal may lie in its uniqueness, but so far, nothing comparable has
existed. Consequently, the delayed outcome reveals the previous significance, where experience as
a whole proves helpfulness or inclination toward things that possess this means. Every experience
or ongoing activity of this kind is educational, and all education lies in gaining such experiences.
I’ll just draw attention to what will receive greater interest later: the reconstruction of society may
be both social and self-imposed. For illustrative purposes, we discussed immature education that
fills young people with the spirit of the social class they belong to; it was a way to catch up with the
preparations and means of adults. Stable societies, which make preserving established customs a
measure of value, apply this concept primarily—but not in advanced societies. They may seek to
shape youth experiences differently instead of merely reproducing prevailing methods; they should
form better distinctive approaches, thus making the young adult society more advanced on its own.
Men have long hinted at the possibility of using conscious education to eliminate clear social
disasters by starting young people on paths that don’t cause these disruptions. Some ideas about
how education can be a tool for achieving…

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