ABSTRACT
It is safe to conjecture that most of the teaching and learning in which men and women find themselves engaging forms no part of anything that could remotely be called 'education' . The new employee who is taught how to clock on and clock off on his first day in the factory, and who spends that day learning how to service and repair the packing machine of which he is to be placed in charge, would probably be very surprised (and in fact ought to be scandalized) at the suggestion that he should regard any of this as a contribution by his new employers to his education. Most of the teaching and learning processes to which adults are exposed are not even remotely intended to develop the learner as a person by enlarging his awareness and building up in him richer and more extensive structures of knowledge and understanding. That is to say, they do not come anywhere near to satisfying what we have called the 'achievement' criterion written into the concept of education, and for this reason alone, therefore, such processes cannot be regarded as educational processes even when they are conducted under the auspices of bodies officially described as educational bodies.
