Education in primitive and early civilized cultures The term education can be applied to primitive cultures only in the sense of enculturation, which is the process of cultural transmission.
A primitive person, whose culture is the totality of his universe, has a relatively fixed sense of cultural continuity and timelessness.
Because of the variety in the countless thousands of primitive cultures, it is difficult to describe any standard and uniform characteristics of prepuberty education.
Nevertheless, certain things are practiced commonly within cultures.
Their teachers are not strangers but rather their immediate community.
Other aspects of education are treated in a number of articles.
Some restrictions on educational freedom are discussed in censorship.
For an analysis of pupil attributes, see intelligence, human; learning theory; psychological testing.
This paper reviews the role of education in promoting economic well-being, with a particular focus on the role of educational quality.
It concludes that there is strong evidence that the cognitive skills of the population – rather than mere school attainment – are powerfully related to individual earnings, to the distribution of income, and to economic growth.