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How do philosophers distinguish teaching from child rearing and schooling?

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Fragment of a Roman fresco showing Socrates seated and draped in a white robe, with Greek text above, on a red background with visible cracks. — Philosophy of education Socrates, Roman fresco, 1st century bce; in the Ephesus Museum, Selçuk, Turkey.

In the field of philosophy of education, scholars distinguish between teaching, child rearing, and schooling primarily through the conceptual clarification of these terms. While these concepts are often conflated in common usage, philosophers analyze them to reveal distinct metaphysical, normative, and cultural assumptions.1

Teaching: Philosophers often view teaching as a deliberate act of instruction aimed at fostering reason and good judgment. It is frequently analyzed as a professional or intentional activity designed to impart knowledge or skills.231
Child Rearing (Upbringing): This concept is generally broader than formal instruction, encompassing the holistic care, moral development, and guidance provided by parents or guardians within a community context. Philosophers distinguish this from formal teaching by its focus on the child’s overall development and character formation within a social or familial environment.425
Schooling: This refers to the institutionalized framework of education. Philosophers examine schooling to address issues such as educational "sorting," the role of democratic institutions, and the tension between formal instruction and the natural, spontaneous development of the child.152

Conceptual analysis helps philosophers identify how these processes overlap or conflict, ensuring that educational practices align with broader ethical and political goals.16