alized by analyzing different aspects of so-called education. Firstly, let us think of the aim of education. If it is the process of acquiring knowledge, its main purpose is to increase knowledge of the pupils. This is to say, aim of education is to supply a child with pure knowledge. Material object of education is often discussed in this connection. A student should be made prepared for acquiring his livelihood – this is the vocational aim of education. But such type of material object of education bears narrowness so far as ideology in education is concerned. So, if education is considered as the process of acquiring knowledge, its objects will be narrow too.
Secondly, if education is considered as the process of acquiring knowledge, its curriculum will be a handful of theoretical experiences. Generally, subject centered curriculum is balanced with the idea of education. Aim of education is is just to acquire some bookish knowledge and get through the examination. There is hardly any necessity of judging if that knowledge has any practical value. So the curriculum made from this view point is narrow too.
Thirdly, if education is considered as a process of acquiring knowledge, then the role of education becomes major in educational process because the teacher is considered as the source of knowledge in this concept. Students are bound to accept all theories supplied by teachers. Such type of mentality is not befitting with the modern child-centric education. Here the relationship between the teacher and the taught is that of the giver and the receiver. So, total environment of education becomes mechanical.
Fourthly, method of teaching looses its variety if education is considered as the process of acquiring knowledge. Thinkers who have considered as the process of acquisition of knowledge, think that acquisition of knowledge is possible by mechanical repetition and to perpetuate it needs memory. So, according to this idea, method of teaching has no value in the field of education. Any child having sharp memorymay acquire knowledge.
Fifthly, according to this idea, students have no role in selecting what knowledge he would acquire. The children will learn all those which are liked by adults and guardians. the demands, tendencies, likes or dislikes of the children are less valued here. Hence, this education is led by completely unpsychological attitude.
Through the discussion above, it is found that if education is considered as the only process of acquiring knowledge, it makes education narrow in all respects. Modern educators have said, education must be related to life and child. The aim of education will be to help a child in all round development of of his life. Its aim can not be to burden him with meaningless knowledge. Curriculum, according modern idea, should aim of all round development. So there should be synthesis of experience with variety. Curriculum is not the knowledge which revolves around the subject only taught. Modern teacher should be a helper and not giver. He is to help students acquire knowledge. Modern teaching method bring together teachers and students and make them work in synchronization.
So what we get from our discussion is education as mere acquisition of knowledge is curriculum limited, unchageable, mechanical and devoid of human quality. Hence, the theory is rejectable.