Ma'anar Ilimi

Ma'anar ilimi tana da niyyar bayyana muhimman fasalulluka na ilimi. An gabatar da ma'anoni iri-iri. Akwai yarjejeniya mai yawa cewa ilimi ya haɗa da, a tsakanin sauran abubuwa, watsa ilimi. Amma akwai rashin jituwa mai zurfi game da ainihin yanayin da halaye. Wasu ma'anoni suna ganin ilimi a matsayin tsari da aka kwatanta a cikin abubuwan da suka faru kamar makaranta, koyarwa, da ilmantarwa. Wasu sun fahimci shi ba a matsayin tsari ba amma a matsayin samfurin irin waɗannan matakai, watau abin da ke nuna mutanen da suka ilimi. An yi ƙoƙari daban-daban don ba da cikakkun ma'anoni da ke lissafa yanayin da ya dace da isasshen yanayi. Rashin nasarar irin wannan yunkurin, sau da yawa a cikin hanyar rashin iya lissafin misalai daban-daban, ya haifar da masu ra'ayi da yawa don karɓar ra'ayoyin da ba su da daidaito bisa ga kamanceceniyar iyali. A kan wannan ra'ayi, nau'o'i daban-daban na ilimi suna kama da juna ta hanyar samun siffofi masu yawa amma babu wani tsari na siffofi da duk siffofi suka raba. Bayyanawa game da yanayin ilimi yana da mahimmanci ga batutuwa daban-daban, alal misali, don yin magana game da batun da kuma tantance yadda za a cimma shi da auna shi.

Wani muhimmin tattaunawa a cikin wallafe-wallafen ilimi shine game da ko bangarorin kimantawa sun riga sun kasance wani ɓangare na ma'anar ilimi kuma, idan haka ne, wane rawar da suke takawa. Ma'anar ƙanƙanta ba ta da ƙima yayin da ma'anar ƙima ta haɗa da abubuwan kimantawa da na al'ada, alal misali, ta hanyar riƙe cewa ilimi yana nuna cewa mutumin da ya yi karatu ya canza don mafi kyau. Bayanan ra'ayoyi suna ƙoƙari su kama yadda ake amfani da kalmar "ilimi" ta hanyar masu magana masu ƙwarewa. A gefe guda, ra'ayoyin umarni, suna tsara abin da ilimi ya kamata ya zama ko abin da ke samar da ilimi mai kyau.

Abubuwa masu zurfi da kuma umarni sau da yawa suna nuna ilimi dangane da burin da yake da niyyar cimma. Wadannan manufofi wani lokacin ana raba su zuwa kayan tarihi, kamar ilimi da fahimta, ƙwarewa, kamar tunani da tunani mai mahimmanci, da halaye na hali, kamar alheri da gaskiya. Wasu masu ra'ayi sun bayyana ilimi dangane da babban manufa, kamar zamantakewa ko taimakawa mai koyo ya yi rayuwa mai kyau. Za'a iya fahimtar takamaiman manufofi a matsayin hanyar cimma wannan babban manufar. Masu bincike daban-daban suna jaddada rawar da tunani mai mahimmanci ke takawa don rarrabe ilimi daga koyarwa

Bayanan gargajiya na ilimi suna nuna shi dalibai daga hangen nesa na malami, yawanci ta hanyar bayyana shi a matsayin tsari inda suke ba da ilimi da ƙwarewa ga ɗaliban su. Ma'anar ɗalibai, a gefe guda, suna jaddada kwarewar ɗalibin, alal misali, bisa ga yadda ilimi ke canzawa da wadatar da kwarewar su ta gaba. Wasu ra'ayoyi suna ɗaukar ra'ayin malami da na ɗalibi ta hanyar mai da hankali kan kwarewar da suka samu game da duniya ɗaya.

## Halaye na gaba ɗaya, rashin jituwa, da muhimmancin
Ma'anar ilimi suna ƙoƙarin ƙayyade mahimman fasalulluka na ilimi. An danganta halaye da yawa ga ilimi. Koyaya, akwai rashin jituwa da yawa game da ainihin ma'anarsa kuma masu ilimin kimiyya na fannoni daban-daban sun gabatar da ma'anoni iri-iri. Akwai yarjejeniya mai yawa cewa ilimi aiki ne mai ma'ana wanda aka tsara don cimma wasu manufofi. A wannan ma'anar, ilimi ya haɗa da watsa ilimi. Amma sau da yawa ana nuna cewa wannan abu kadai bai isa ba kuma yana buƙatar kasancewa tare da wasu dalilai, kamar samun ƙwarewa masu amfani ko koyar da halaye na ɗabi'a. 

Ma'anoni da yawa suna ganin ilimi a matsayin aiki ko tsari. A wannan bangaren, ra'ayin ilimi ya dogara ne akan abin da ke faruwa a lokacin abubuwan da suka faru kamar makaranta, horo, koyarwa, da koyo. Wannan tsari na iya fahimta ko dai daga hangen nesa na malami ko tare da mai da hankali kan kwarewar ɗalibin a maimakon haka. Koyaya, wasu masu ilimin ra'ayi sun fi mayar da hankali kan ilimi a matsayin nasarori, jiha, ko samfurin da ke haifar da sakamakon tsarin samun ilimi. Irin waɗannan hanyoyin galibi suna dogara ne akan siffofi, yanayin tunani, da halaye da aka kwatanta da mutanen da suka ilimi. A wannan bangaren, samun ilimi yana nuna kasancewa da masaniya game da batutuwa daban-daban. Don haka mutum ba ya zama mai ilimi kawai ta hanyar samun horo na musamman a wani takamaiman fagen. Baya ga waɗannan ma'anoni guda biyu, kalmar "ilimi" na iya nufin fagen ilimi da ke nazarin hanyoyin da matakai da ke cikin koyarwa da ilmantarwa ko kuma cibiyoyin zamantakewa da ke amfani da waɗannan matakai.

Ilimi yawanci ana fahimtar shi azaman kalma ce ta gaba ɗaya wacce ke da dangi mai yawa na lokuta daban-daban. Duk da haka, an yi wasu ƙoƙari don ba da cikakken ma'anar mahimman fasalulluka da duk nau'ikan ilimi suka raba. R. S. Peters ya yi ƙoƙari na farko a cikin littafinsa "Ethics and Education", inda ya ba da shawarar ƙa'idodi uku waɗanda suka zama yanayin da ya dace da isasshen ilimi: (1) yana damuwa da watsa ilimi da fahimta; (2) wannan watsawa yana da daraja kuma (3) an yi shi a cikin hanyar da ta dace da ɗabi'a daidai da bukatun ɗalibin. Wannan ma'anar ta sami zargi da yawa a cikin wallafe-wallafen ilimi. Duk da yake akwai yarjejeniya mai yawa cewa nau'ikan ilimi da yawa sun fada ƙarƙashin waɗannan ka'idoji guda uku, abokan adawar sun ki amincewa da cewa gaskiya ne ga su duka ta hanyar samar da misalai daban-daban. Misali, game da ma'auni na uku, yana iya zama dole a wasu lokuta don ilimantar da yara game da wasu hujjoji duk da cewa ba su da sha'awar koyo game da waɗannan hujjojin. Kuma game da ma'auni na biyu, ba kowa ba ne ya yarda cewa ilimi koyaushe yana da kyau. Saboda matsaloli daban-daban da misalai masu ma'ana tare da wannan da sauran ma'anoni masu mahimmanci, wasu masu ra'ayi sun yi jayayya cewa babu ma'anar gaskiya game da ilimi. A wannan bangaren, ana iya ganin nau'o'in ilimi daban-daban a matsayin rukuni na batutuwa da ba su da alaƙa da juna kuma "ƙungiyoyi daban-daban cikin al'umma na iya samun ra'ayoyi daban-daban na ilimi".

Wasu masu ra'ayi sun amsa wannan ta hanyar bayyana ilimi dangane da kamanceceniyar iyali. Wannan yana nufin cewa babu wani tsari na fasalulluka da kowa ya raba kuma kawai ta hanyar nau'ikan ilimi. Maimakon haka, akwai rukuni na siffofi da yawa na ilimi. Wasu daga cikin wadannan fasalulluka sun shafi wani nau'i na ilimi yayin da wasu daban-daban suka zama misali ta wani nau'in ilimi. A wannan ma'anar, kowane nau'i biyu na ilimi suna da kama kuma siffofin halayensu sun haɗu ba tare da kasancewa iri ɗaya ba. Wannan yana da alaƙa da ra'ayin cewa kalmomi suna kama da kayan aiki da aka yi amfani da su a wasannin harshe. A kan wannan ra'ayi, akwai yiwuwar wasannin harshe daban-daban ko mahallin da ake amfani da kalmar "ilimi", a cikin kowannensu tare da ma'ana daban-daban. Biye da wannan layin tunani, an ba da shawarar cewa ma'anar ilimi ya kamata ta iyakance kansu ga takamaiman mahallin ba tare da da'awar gaskiya ne ga duk yiwuwar amfani da kalmar ba. Mafi mahimmancin nau'in ilimi yana faruwa a makarantu. Mutane da yawa masu bincike suna da irin wannan ilimi a zuciya kuma wasu sun bayyana shi a bayyane a matsayin horo da ke binciken hanyoyin koyarwa da ilmantarwa a cikin tsari, kamar makarantu. Amma a cikin ma'anarsa mafi girma, ya ƙunshi wasu siffofi da yawa, gami da ilimi na al'ada da wanda ba na al'adu ba.

Bayyanawa game da yanayin ilimi yana da mahimmanci ga damuwa daban-daban. A cikin ma'anar gaba ɗaya, ana buƙatar ganowa da magana game da ilimi. A wannan bangaren, duk maganganun ilimi na gaba akan batutuwa kamar manufofin ilimi, ilimin halayyar ilimi, ko rawar ilimi a cikin al'umma, ya dogara da wannan batun. Misali, lokacin da ake ƙoƙarin tantance yadda ilimi *mai kyau* yake, dole ne mutum ya riga ya ɗauki ra'ayi game da abin da ilimi yake don yanke shawarar abin da ya zama misali mai kyau. Har ila yau, yana da mahimmanci ga tambayoyin game da yadda za a cimma da auna sakamakon hanyoyin ilimi. Muhimmancin samar da ma'anar bayyane ya kara ƙaruwa da gaskiyar cewa ilimi da farko yana da ma'ana mai sauƙi da ma'auni wanda mutane ke amfani da shi a waje da jawabin ilimi ba tare da jayayya ba. Wannan ra'ayi yana ɓoye rikice-rikice da rashin jituwa daban-daban waɗanda kawai suka bayyana a cikin ƙoƙari na bayyana fahimtar da ke tattare da kalmar.  

An gabatar da ma'anoni da yawa na ilimi. A cewar John Dewey, ilimi ya haɗa da watsa halaye, manufofi, bege, tsammanin, ƙa'idodi, da ra'ayoyi daga ƙarni ɗaya zuwa na gaba. R. S. Peters ya sake fasalin ma'anarsa ta baya kuma ya fahimci ilimi a cikin falsafarsa ta baya a matsayin hanyar farawa inda malamai ke raba kwarewar duniya ta kowa tare da ɗaliban su kuma suna isar da nau'ikan tunani da wayar da kan jama'a. Ga Lawrence Cremin, "[e] ilimantarwa da gangan, tsari, da kuma ci gaba da ƙoƙari don watsawa, tayar da ko samun ilimi, dabi'u, halaye, ƙwarewa ko ƙwarewa da kuma duk wani ilmantarwa wanda ya haifar da ƙoƙari". Wani ma'anar yana ganin ilimi a matsayin "wani shiri mai tsanani da ci gaba na ilmantarwa, don amfanin mutane kamar mutane maimakon kawai kamar masu cikawa ko ma'aikata, sama da matakin abin da mutane zasu iya ɗauka don kansu a rayuwarsu ta yau da kullun". Kalmar Ingilishi "education" tana da asalinsa a cikin kalmar Latin "educare", wanda ke nufin "koyarwa", "koyar", ko "don jagorantar".

## Matsayin dabi'u
There are various disagreements about whether evaluative and normative aspects should already be included in the definition of education and, if so, what roles they play. An important distinction in this regard is between *thin* and *thick definitions*. Thin definitions aim to provide a value-neutral description of what education is, independent of whether and to whom it is useful. Thick definitions, on the other hand, include various evaluative and normative components in their characterization, for example, the claim that education implies that the person educated has changed for the better. Otherwise, the process would not deserve the label "education". However, different thick definitions of education may still disagree with each other on what kind of values are involved and in which sense the change in question is an improvement. A closely related distinction is that between *descriptive* and *prescriptive* or *programmatic conceptions*. Descriptive definitions aim to provide a description of how the term "education" is actually used. They contrast with prescriptive definitions, which stipulate what education should be like or what constitutes good education. Some theorists also include an additional category for *stipulative definitions*, which are sometimes used by individual researchers as shortcuts for what they mean when they use the term without claiming that these are the essential features commonly associated with all forms of education. Thick and prescriptive conceptions are closely related to the aims of education in the sense that they understand education as a process aimed at a certain valuable goal that constitutes an improvement of the learner. Such improvements are often understood in terms of mental states fostered by the educational process.

## Matsayin manufofi
Yawancin ra'ayoyin ilimi, musamman asusun da ke da ka'ida, sun dogara da *halaye* akan Manufofin ilimi, watau dangane da manufar da tsarin ilimi ke ƙoƙarin cimma. Bayar da ilimi yana da muhimmiyar rawa a wannan bangaren, amma yawancin asusun sun haɗa da wasu manufofi, kamar inganta dabi'un ɗalibai, halayen, *ƙwarewa*, da ƙwarewa. Koyaya, an yi jayayya cewa karɓar wasu ƙwarewa da ƙwarewa ba tare da ilimin da ya dace da Tsarin ra'ayi ba ya zama ilimi, a takaice. Amma wannan iyakancewar na iya zama gaskiya ga ilimi mai tsabta wanda ba ya tare da sakamako mai kyau a rayuwar mutum. Ana rarraba takamaiman manufofi daban-daban a wasu lokuta zuwa kayan masarufi, ƙwarewa, da halaye. Misalan *kayan tarihi* sune gaskiya, ilimi, da fahimta. Asusun da suka danganci ƙwarewa, a gefe guda, suna riƙe da cewa burin ilimi shine haɓaka ƙwarewa kamar tunani mai mahimmanci. Ga asusun da suka danganci hali, babban manufarsa ita ce inganta wasu halaye ko kyawawan halaye, kamar alheri, adalci, da gaskiya. Wasu masu ra'ayi suna ƙoƙari su samar da tsari mai zurfi. Ana ganin takamaiman manufofi daban-daban a matsayin manufofin ilimi har zuwa yadda suke aiki da wannan babban manufar.   Lokacin da aka fahimci wannan manufar dangane da al'umma, ana iya bayyana ilimi a matsayin tsarin watsawa, daga ƙarni ɗaya zuwa na gaba, ilimin da aka tara da ƙwarewar da ake buƙata don aiki a matsayin ɗan ƙasa na yau da kullun a cikin takamaiman al'umma. A wannan bangaren, ilimi daidai yake da zamantakewa ko al'adu. Ma'anar da ta fi dacewa ko ta mutum, a gefe guda, ga babban manufar dangane da kowane mai koyo a maimakon haka: ilimi shine don taimaka musu wajen bunkasa damar su don su jagoranci rayuwa mai kyau ko rayuwar da suke so su jagoranci, ba tare da la'akari da tasirin zamantakewar wannan tsari ba.

Ra'ayoyi daban-daban suna jaddada manufar tunani mai mahimmanci don rarrabe ilimi daga koyarwa. tunani tunani mai mahimmanci wani nau'i ne na tunani wanda yake da ma'ana, mai tunani, mai hankali, kuma yana mai da hankali kan tantance abin da za a yi imani da shi ko yadda za a yi aiki. Ya haɗa da ɓangaren Metacognitive na saka idanu da kimanta nasarorin da ya samu dangane da ƙa'idodin tunani da bayyanawa. Yawancin masu ilimin tauhidi suna da'awar cewa inganta wannan yanayin yana rarrabe ilimi daga koyarwa, wanda kawai ke ƙoƙarin shigar da imani a cikin tunanin ɗalibi ba tare da sha'awar matsayin shaida su ba ko haɓaka ikon yin tambaya game da waɗancan imani. Amma ba duk masu bincike sun yarda da wannan bambancin mai wuya ba. Wasu kalilan suna riƙe da cewa, aƙalla a farkon matakan ilimi, wasu nau'o'in koyarwa sun zama dole har sai tunanin yaro ya ci gaba sosai don tantancewa da kimanta dalilai don da kuma adawa da wasu da'awar kuma don haka amfani da tunani mai mahimmanci. A wannan bangaren, tunani mai mahimmanci na iya zama muhimmiyar manufa ta ilimi amma ba muhimmiyar fasalin da ke nuna dukkan nau'ikan ilimi ba.

## Malami ko ɗalibi
Yawancin ra'ayoyin ilimi ko dai a bayyane ko a bayyane suna riƙe da cewa ilimi ya haɗa da alaƙar tsakanin malami da ɗalibi. Wasu masu ilimin kimiyya suna ba da halayensu galibi daga hangen nesa na malami, yawanci suna jaddada aikin watsa ilimi ko wasu ƙwarewa, yayin da wasu ke mai da hankali kan kwarewar ilmantarwa na ɗalibin. Ana ganin hangen nesa na malami game da ilimi a matsayin matsayi na gargajiy. Ana samun misali mai tasiri a cikin falsafar farko ta R. S. Peters . A ciki, ya ɗauki ilimi a matsayin watsa ilimi da ƙwarewa yayin da yake jaddada cewa malamai ya kamata su cimma wannan a hanyar da ta dace da halin kirki wanda ke nuna sha'awar ɗalibin. John Dewey ne ya ba da ma'anar ɗalibai, wanda ke ganin ilimi a matsayin " sake ginawa ko sake tsara gogewa wanda ke ƙara ma'anar gogewa, kuma wanda ke ƙara ikon jagorantar hanyar gogewa ta gaba". Ta wannan hanyar, kwarewar ɗalibin nan gaba tana wadata kuma ɗalibin yana fuskantar wani nau'i na ci gaba. Masu adawa da wannan ra'ayi sun soki rashin wani bangare na al'ada. Misali, karuwar iyawa da ba a so, kamar koyon yadda za a zama gwani ɗan fashi, bai kamata a fahimta ba a matsayin wani nau'i na ilimi duk da cewa sake tsara ƙwarewar da ke jagorantar hanyar ƙwarewar gaba.

Sauran ra'ayoyin suna da niyyar samar da hangen nesa wanda ke ɗaukar ra'ayin malami da ɗalibin a cikin la'akari. Peters, don mayar da martani ga zargi game da ma'anar da ya gabatar da ita, ya canza ra'ayinsa game da ilimi ta hanyar ba da ma'ana mai zurfi da rashin daidaito, yana ganinsa a matsayin nau'in farawa wanda ake isar da nau'ikan tunani da wayar da kan jama'a daga malamai zuwa ɗaliban su. Wannan ya dogara ne akan ra'ayin cewa malamai da dalibai suna shiga cikin kwarewar da aka raba na duniya ɗaya.   Malaman sun fi saba da wannan duniyar kuma suna ƙoƙarin jagorantar ɗalibai ta hanyar ba da iliminsu da fahimta. Da kyau, wannan tsari yana motsawa ne ta hanyar son sani da farin ciki daga ɗalibai don gano abin da ke akwai da kuma yadda yake don wata rana su zama hukumomi a kan batun. Ana iya amfani da wannan ra'ayi don amsa tambayoyin game da abinda ke cikin tsarin karatun ko abin da ya kamata a koya: duk abin da ɗalibai ke buƙata don ganowa da shiga cikin duniya ta yau da kullun.

Paulo Freire ya jaddada ra'ayi na malamai da dalibai. A cikin tasirinsa na Pedagogy of the Oppressed, ya ƙi ma'anar malami, da yawa daga cikinsu suna nuna ilimi ta amfani da abin da yake magana a kai a matsayin tsarin banki na ilimi. Dangane da tsarin banki, ana ganin ɗalibai a matsayin tasoshin banza kamar bankunan alade. Matsayin malami ne ya sanya ilimi a cikin ɗalibai masu wuce gona da iri, ta haka ne ya tsara halayensu da hangen nesa game da duniya.   Maimakon haka, Freire yana goyon bayan ra'ayi na 'yanci game da ilimi. A kan wannan ra'ayi, malamai da dalibai suna aiki tare a cikin aikin gama gari na tsarawa da warware matsaloli. Manufar wannan tsari shine gano Gaskiya da aka raba da kuma hulɗa, ba ta hanyar cinye ra'ayoyin da wasu suka kirkira ba amma ta hanyar samarwa da aiki akan ra'ayoyukan mutum. Dalibai da malamai masu bincike ne na gaskiya kuma rawar da malamin ke takawa ita ce jagorantar wannan tsari ta hanyar wakiltar sararin samaniya maimakon kawai yin lacca game da shi.

## Bayanan da aka ambata