ABSTRACT
It might seem that an analysis of the concept of education is needed first, and that the various processes of teaching and learning can be inferred from the nature of education. But while this kind of analysis may be helpful and will be considered later, teaching is a practical undertaking, and learning a practical process, and both are things that people are likely to find themselves doing long before clarification of the abstract notion of education can become an issue. The variety and scope of the examples presented here show that consideration of processes or strategies of education is not a matter of evaluating any single method. Some of the presented examples, for instance, as the individual comments have indicated, have as their ideal the free inquiring human mind; others presuppose the manipulability of human material. A brief preliminary consideration of these three approaches suggests certain areas for discussion.
