?? ?????? ?? ????????? (What liberates is education)

This is what Maharishi Ashtavakra replies when asked about what education is. His view often transcends the conventional notion of learning as the mere accumulation of knowledge. His teachings focus on self-realization and inner wisdom, suggesting that true education is not just about intellectual development but about awakening to one’s higher self and understanding the nature of reality.

Education has been the cornerstone of human progress from ancient times to today. It channels our energy toward greater purposes and transforms our lives. Great intellect and intelligence bring about positive and constructive changes in our surroundings.

Humans have undergone a remarkable journey of evolution, transforming from our earliest ancestors to the sophisticated beings we are today. This journey has been marked by profound changes in how we live, interact, and what we aspire to achieve. In our earliest days, survival depended on basic skills — we walked and ran barefoot, hunting and gathering to sustain ourselves. Our shelters were simple, our tools were made of stone, and our understanding of the world was limited to what we could see, touch, and experience directly.

Over time, we have experienced countless structural advancements that have reshaped every aspect of human life. From discovering fire and inventing the wheel to building cities, developing written languages, and creating complex social systems, we have continually pushed the boundaries of what is possible. Today, we navigate the globe in aeroplanes and even explore the vastness of space with rockets, aiming to reach other planets. What we expect from life has also evolved; we now seek not only survival but also comfort, knowledge, innovation, and the fulfilment of our potential.

As time progresses, our priorities shift, and so do our expectations from the education system. Originally designed to cultivate holistic growth—nurturing intellectual curiosity, moral development, and a well-rounded understanding of life—education has increasingly become narrowly focused on economic outcomes. From its earliest forms, which blended practical skills with philosophical inquiry, to the structured systems of the Industrial and modern eras, education was seen as a means to develop both the mind and character, preparing individuals not just for employment but for meaningful participation in society.

However, in recent times, especially after the advent of the Industrial Revolution 1760s, there has been a concerning trend toward viewing education primarily as a tool for financial success and career advancement.

This shift has diverted the education system from its core purpose, reducing it to a mechanism that prioritizes monetary gain and short-term employability over a more comprehensive understanding of life.

While the integration of technology and the emphasis on skills like STEM (Science, technology, engineering, and mathematics) are important. However, this narrow focus on financial success often overlooks the value of fostering creativity, critical thinking, and emotional intelligence—qualities essential for personal growth and societal well-being. To truly evolve, education must return to a broader perspective, one that recognizes earning a living as just one aspect of a fulfilling life, while also nurturing the ability to think deeply, act ethically, and engage meaningfully with the world.

Yet, unsurprisingly, the pursuit of financial success has increasingly become the dominant perceived goal of education—a belief we unconsciously instil in our children without recognizing the limitations of our resources. Those familiar with economics understand that the economy cannot meet every aspiration, and by fostering this singular focus, we inadvertently thrust our children into a chaotic, hyper-competitive world where the pressure to outdo one another overshadows the true purpose of learning.

This narrow approach not only distorts the essence of education but also creates a generation caught in a relentless struggle for survival, rather than fostering individuals equipped to navigate life's complexities with wisdom, empathy, and a sense of shared understanding.

Haven't we seen the by-products of this system time and again? The so-called well-educated and financially successful individuals, often celebrated as role models, frequently fail to embody the qualities that matter most in real life—empathy, humility, and a genuine sense of social responsibility—and, unsurprisingly, completely fail in real life. By what standards do we call them educated?

If someone is truly educated, how can they become selfish or self-centred, driven solely by personal ambition and gain? Why do those who have achieved financial success or wield power seem desperate to assert their rightness, often at the expense of integrity, and fairness? Why don't they step out of their comfort zones and use their influence to create meaningful change for the common good?

While skill development is undoubtedly important for earning a living and achieving economic stability, it must be balanced delicately with a broader understanding of life's complexities. We must encourage a holistic education that prepares individuals not only for the job market but also to think critically, act ethically, and engage meaningfully with society. Only by cultivating such a balance can we redefine success in a way that is truly inclusive and sustainable.

These so-called successful people—who, perhaps, are indeed successful in monetary terms—are products of an education system that overemphasizes financial achievement, a trait celebrated by peers and reinforced by a socially entrenched order. But where does this system falter? Economic success, in itself, is not inherently problematic; the issue arises when wealth is used to manipulate perspectives and skew priorities in favour of those with deeper pockets, who are often more interested in flaunting their affluence than fostering a genuinely equitable society.

The problem lies in a system that glorifies financial gain above all else, overshadowing the values of compassion, and a broader social consciousness. This distorted emphasis perpetuates a cycle where wealth becomes not just a means to an end but a measure of one's worth, further entrenching inequality and reinforcing a narrow worldview that prioritizes material gain over a meaningful contribution to the common good.

There are countless questions we overlook day in and day out. It is not money that buys education, yet this misconception has taken root in our minds. We rush to enrol our children in prestigious, well-maintained schools—often at a high cost—believing that these amenities somehow guarantee success. But if this were true, we wouldn’t so frequently encounter wealthy, so-called "educated" individuals who lack moral character or basic decency.

We must never fall into the trap of believing, nor should we teach our children, that education is something so trivial that it depends merely on the size of a building, the credentials of teachers, or a particular style of parenting. Education is far more profound; it is a transformative process that shapes values, builds character, and nurtures a genuine understanding of life’s complexities. To reduce it to a mere product of financial investment is to strip it of its true power and purpose.

Often, willpower, commitment, and determination are praised as virtues, yet they can be of little use because they are superficial or misguided. A person can be highly committed and still possess a narrow or destructive mindset, simply because their commitment is misplaced—rooted in the wrong intentions or directed toward the wrong goals. Consider the difference: Do you aspire to be committed like Gandhi, J.R.D. Tata, Mother Teresa, Nelson Mandela, Martin Luther King Jr., or Aruna Roy, whose dedication and determination were driven by principles of justice, progress, and social welfare? Or do you wish to be committed like Hitler, Idi Amin, or Pol Pot, whose unwavering determination and willpower brought unimaginable suffering to millions?

True commitment should come from a place of deeper understanding, aligned with values that uplift and benefit all. Without this alignment, even the strongest willpower can lead to catastrophic outcomes. Therefore, it is not merely the strength of our determination that matters, but the direction it takes and the values it serves.

Correcting this disorder and misconception requires an immense amount of power, patience, love, and heartfelt intelligence—qualities often overlooked. In a world that overly fantasizes about artificial intelligence, we must not forget to apply some heartful intelligence. Yet, these qualities can only flourish with the right education.

The right education nurtures understanding, fosters genuine innovation, and creates a sense of contentment within ourselves and toward others. It bridges divides and connects us on a deeper level, much like the teachings of Jesus of Nazareth or Buddha of Lumbini.

The true purpose of education extends far beyond academic achievement or financial success; it lies in shaping individuals who are deeply and inherently committed to the well-being of all.