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.
The outcome is formal education—the school and the specialist called the teacher.
As society becomes ever more complex and schools become ever more institutionalized, educational experience becomes less directly related to daily life, less a matter of showing and learning in the context of the workaday world, and more abstracted from practice, more a matter of distilling, telling, and learning things out of context.
This paper reviews the role of education in promoting economic well-being, with a particular focus on the role of educational quality.
There is a marked emphasis upon training for citizenship, because primitive people are highly concerned with the growth of individuals as tribal members and the thorough comprehension of their way of life during passage from prepuberty to postpuberty.The model of life is relatively static and absolute, and it is transmitted from one generation to another with little deviation.As for prehistoric education, it can only be inferred from educational practices in surviving primitive cultures.The magnitude of change needed makes clear that closing the economic gap with developed countries will require major structural changes in schooling institutions. In this sense, it is equivalent to what social scientists term socialization or enculturation.Children—whether conceived among New Guinea tribespeople, the Renaissance Florentines, or the middle classes of Manhattan—are born without culture.