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Classic education contributes to learning in the 21st Century, just as it has in history. As the name asserts, more than one class of learning appears to exist.
Some argue that enough wrong things exist with classic education that society should abandon it and create another learning. They appear to give priority to a unified system of education where religious and political ideas of fairness, cooperation, etc. serve as templates to build and assess learning. Such counsel appears intriguing, although incomplete.
Classes of Learning
Different classes of learning have various priorities or foci, for example, to 21st Century skills, scientific pedagogy, humanism, creationism, and traditionalism.
Some classes represent meeting human needs as a political outcome of cooperation. Others seek to understand and follow best guesses of how cognition and thinking occur. Some stress religious origins and purposes, while a declining minority appear to adhere to solving problems by using scientific and other ideas tested for reliability and utility throughout history.
Irrespective of focus, these practices share two the common assumptions. One, that people learn. And, two, that social efforts can increase learning.
Without these assumptions, the social institution of education, with its formal organizations and practices, would not exist. Other social control and so called personal growth mechanisms besides education might take priority over learning by individuals and aggregates to solve problems and adapt to circumstances.
Classic Education
By definition, classic education serves as the highest rank among efforts to increase learning. …
This text gives priority to describing how people learn as behavior observable to others, frequently without special training.