Education has been defined in terms of the process, the relationship between the teacher and taught, as well as in terms of its impact. Firstly knowledge, Vidya is classified into two broad categories – Paravidya & Aparavidya. Paravidya is the direct knowledge through experience and perception (often extra sensory) achieved through Sadhana. Aparavidya is the indirect or paroksha gyan achieved through secondary sources often through sensory mechanism.
What we learn in schools and colleges are classified as aparavidya or paroksha gyan. Paroksha gyan has been termed as vigyan and pratyaksha gyan as gyan in the Gyan-Vigyan yoga in Gita. Shikshavalli in “TAITTIRIOPANISHAD DEPICTS” the teacher is the prior form; the pupil is the later form; knowledge is their junction; instruction is the connection.
There are two visualized important formulations on the issue of the method of learning with quality. One approach talks of four stages of quality learning:

1. You learn when you listen to the teacher
2. You learn when you study,  
3. You learn when you teach,
4. You learn when you apply. Thus it is clear that any one source is not enough. It offers a taxonomy of learning – as one moves from listening to an application (as depicted in Bloom’s taxonomy).

The second formulation is the multi-channel learning paradigm professed in the Hastana Satak of the great epic Mahabharta: