Are "Chinuch" and "Education" the Same Thing? T.L.D.R (too long didn't read): No.

In Hebrew, Chinuch (חינוך), from the root ח.נ.ך, carries the meaning of inauguration or paving a path. Its purpose is to lay out a course, to offer a way forward. Its ultimate goal is a complete individual with strong values.

In English, "Education", from the Latin root meaning "to draw out" or "to bring up," focuses on imparting knowledge, tools, and skills. Its goal is an "educated" person—learned, knowledgeable, and possessing comprehensive information.

The gap between Chinuch and "Education" is also evident when trying to translate each concept:

The English equivalent for Chinuch in its deeper sense isn't a single word, but rather a concept combining Character Formation, Mentorship, and Upbringing.

The precise Hebrew equivalent for "Education" in its Western context is Haskalah (השכלה), meaning schooling or the acquisition of knowledge.

The Essence:

Chinuch deals with the question of being and character—who the person becomes.

Education deals with the acquisition of knowledge—what the person knows.

We have "educated" ourselves to believe that we must measure. We have a desire to know if we are doing things right, if there is a need to correct, improve, change, or adapt.

Chinuch is very difficult to measure. The number of variables is vast: home, family, friends, the general environment, and the individual's own personal development.

In contrast, Haskalah (schooling/knowledge) is very easy to measure. A person will only know new information if they learn it. It's simple to check what they knew before, what they know now, and draw immediate conclusions. This is done through tests and grades.

I am not categorically against measurement.

I do, however, suggest being very cautious before we measure.

There is no going back from measurement.

Once we start measuring, the measurement becomes the be-all and end-all, and all resources are directed toward improving the measured results.

And what do we measure? What can be measured—which is usually what is easy to measure.

And what happens to that which is difficult to measure? In far too many cases, it simply isn't measured. And when something isn't measured, we don't allocate resources to it; we don't invest time, thought, or the will to do it right and do it well.

The Real Challenge:

The question is not how to measure the immeasurable, but rather how to build a system that has the courage and wisdom to value that which cannot be quantified.