Educationinthelargestsenseisanyactorexperiencethathasaformativeeffectonthemind,character,orphysicalabilityofanindividual.However,insomearea,theeducationisforcedtobejob-oriented.Educationisboundtofailtohelpstudentsdeterminethegoalandthemeaningoflifeinsuchnarrowsense.Frommyperspective,atrueeducationshouldbeabroadeducationthatequipsstudentsnotonlywithahandfulofmundaneandrotetechniqueknowledge,butalsowithhistoricalandculturalperspective,aswellasthoughtfulandprincipledvaluesystemsandpriorities.Whenitcomestoeducation,weshouldthinkaboutsuchfouraspects:Firstofall,whoarethetargetaudience?Intheconventionalconception,studentsshouldbetheonlyanswer.Incontrasttothisoutdatedopinion,thereisasuggestionwhichismorepopularnowadaysthateducationshouldn’tbeateacherattheheadoftheclassroomtellingstudentsdothis,dothat;thestudentsshouldteachtheirteachers;learningshouldbeamutualactivitybetweenstudentsandteachers,andstudentsshouldbereciprocal.Moreover,whatshouldbetaught?Inotherwords,what’stheknowledgethestudentswouldaccept?Onlytheknowledgefrombooks,orincludingtheparticipationinsituations?Manysubjectsoronlyonesubject?Onlyacademiceducationortakingthemoralandphysicaleducationintoconsideration?Lookingbackattheintroductionwhichpointsoutthatatrueeducationshouldbeabroadeducation,wewillfindthattheknowledgefrombooksandexperiencearebothworthteaching;manysubjectswouldbetheonlychoice;andalloftheacademic,moralandphysicaleducationareconsiderable.Furthermore,howtoteach?Thereisatendencyofindividualizededucationwhichemphasizesthatmanywaysareaccessibletoteachchildren,wemustlookforallmethodstoaddresstheneedsofourstudents.Infact,learningcantakeplaceinlargevarietywaysandthattheycanseekoutassistancewhenneedsfrommanyalternativesources,notjustrelyonaclassroomteachertoprovideallthemethods,materials,andanswers.Ofcourse,weshouldconsiderthebroadlydiversifiednotionofintelligence.Ifthesocietymadetoacceptthosedifferences,manypeoplewouldhavespacetodevelopincludingthementally-retarded.Lastbutnotleast,howtoassesstheeffec