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I HAVE FOUND IT fruitful to define education as the deliberate, systematic, and sustained effort to transmit, evoke, or acquire knowledge, attitudes, values, skills, or sensibilities, as well as any outcomes of that effort. (p. 27)

This is followed by justifications and caveats and end with a general statement which, recently, reminded me of McDermott's work on Adam (Varenne & McDermott 1998, Chapter 1) and some of its implicatures.

Everyday in every part of the world people set out to teach something to others or to study something themselves. . . They deserve a theory specifically addressed to their problems and purposes, one that will assist them to act intelligently, ever hopeful of the possibilities but fully aware of the limitations and risks that attend their efforts. (p. 30)

[Full Chapter II]