What knowledge is acquired and why, where, when and how It is used represent fundamental questions for the development of individuals and societies alike.
This has been taken from the book “Rethinking Education”. The following also shows beautifully the relationship between knowledge, learning and education.
Knowledge is central to any discussion of learning and may be understood as the way in which individuals and societies apply meaning to experience. It can therefore be seen broadly as the information, understanding, skills, values and attitudes acquired through learning. As such, knowledge is linked inextricably to the cultural, social, environmental and institutional contexts in which it is created and reproduced.
Learning is understood here to be the process of acquiring such knowledge. It is both a process and the result of that process; a means, as well as an end; an individual practice as well as a collective endeavour. Learning is a multifaceted reality defined by the context. What knowledge is acquired and why, where, when and how it is used
represent fundamental questions for the development of individuals and societies alike.
Education is understood here to mean learning that is deliberate, intentional, purposeful and organized. Formal and non-formal educational opportunities suppose a certain degree of institutionalization. A great deal of learning, however, is much less institutionalized, if at all, even when it is intentional and deliberate. Such informal education, less organized and structured than either formal or non-formal education, may include learning activities that occur in the work place (for instance, internships), in the local community and in daily life, on a self-directed, family-directed, or socially-directed basis.