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DEATH OF EDUCATION

AND THE CRUDE WAYS IN IMPARTING

VALUES AND KNOWLEDGE

DR. RAJU M. MATHEW

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150 YEAR OLD LEGACY

• The existing education system has been evolved throughthe last 150 years mainly for creating clerks andtechnicians besides some teachers, priests and artists.To spread literacy and ‘3 Rs’ among the common people,education was made open to the masses.

• Imparting values and knowledge has been recognised asthe basic function of education. In spite of the heavygovernmental expenditure and spectacular growth of education as a means for lively hood of millions of 

teachers and the supporting staff and making profit for private investors, education is getting worse andexposing its failure in imparting values and knowledge.

• .

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ANGRY YOUTH AND WOMEN

• Nobody is happy with Education, except those who

deliver it. The Global Economic Crisis and the

subsequent Angry Youth and Women Revolts, in thewest and east, are the indications of the failure of 

Education to impart the Right Values and Knowledgeor Skill or Expertise at affordable rate.

• UNESCO, originally established to extend education,

science and culture to the masses, is a big failure in

these three crucial matters, for its wrong philosophyand methodology. Same is the case with UNDP, World

Bank, OECD and others on matters of Education. 

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CRUDE AND UNSCIENTIFIC

• Education, starting from Kindergarten to University, is timeconsuming and very much labor and capital intensive. The existingeducation systems are founded on the crude, primitive andunscientific tribal values and principles.

• If we make a comparison between the time, money and tension

invested on a high school or university student and the total valuesand knowledge that he or she is capable of putting into applicationafter leaving the school or the university, we can calculate thewastage and failure of Education.

• If we add the drop out rates, the per cent age of failures, minimumpass or higher grades or the top ranks or grades, the wastage of 

education can be made more crystal clear. But nobody is botheredabout it. Even Information Technology or Smart Schools orUniversities do not have any solution other than some unfoundedclaims or projections having some advertisement value just likesome beauty soaps or creams that never make anybody beautiful!

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LESS THAN 5% SOCIAL RETURN

• The actual return of Education to the entire humanity isless than 5% and the waste of education is about 95%.However, Education has grown into an Industry and Profit –making enterprise for the private investors.

•The basic questions are: Does the humanity as a wholeneed to spend such a huge capital, time and efforts orstrain for such an unproductive education, just for thepropaganda of those who deliver education? What is theactual knowledge or values that it delivers to the society?

•People, especially the Youth and Women all over theworld are getting aware of the failure of Education andthe liability that it has created on the future. This is thebeginning of the end or death of Education for they havebeen fooling the people or the society at large.

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VALUES, KNOWLEDGE AND EDUCATION

• It is high time to critically examine, how effectively doschools or universities deliver Values and Culture or atleast Knowledge and knowledge- related Skills, Expertise,Problem-Solving and Knowledge Application Capabilities?

• In reality, schools and universities act as a safety valve tocontrol or limit the flow or accessibility of Knowledge tothe society. They are denying the accessibility and freeflow of knowledge or expertise to the entire humanity

for their rigid structures and procedures besides theirprimitive tribal values that attribute divinity toknowledge and consequently, knowledge is meant onlyfor the chosen few.

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FROM TRIBALISM TO HUMANISM

• It is high time to liberate Education  – Schools andUniversities from the Primitive Tribal Values that denyknowledge to all, treating knowledge as divine and meantfor the chosen few. Chosen few is the creation of thePrimitive Tribal God who treats some tribes as his beloved

ones and the others his enemies to be destroyed.• It is high time to put Humanism as the core of Education for

ensuring free accessibility and application of knowledge forthe entire humanity, treating knowledge as a product formass production, delivery and consumption. The God of 

the Humanity treats everybody chosen or beloved and notlimited to any particular tribe or race or man and hischildren.

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KNOWLEDGE FOR THE MASSES

• Knowledge, though intangible, can be treated as a

product of the human brain and a commodity for mass

consumption and production without any divinity.Then, accessibility and application of knowledge

become the basic human right.

• Knowledge Production and Consumption are mutually

related. Mathew’s Theories of Knowledge

Consumption and Production provide methodological

tools to treat knowledge as a commodity for massproduction, delivery and consumption. It is the basis of 

Knowmatics and Knowledge Industry.

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EDUCATION AND

KNOWLEDGE INDUSTRY

• It is wrong to treat Education as a part of KnowledgeIndustry. In stead, Education can be revolutionized withKnowledge Industry that ensures mass production andmarketing of knowledge products or services even globally.

• With Knowmatics  –based Knowledge Industry, LiveKnowledge Banks and Mega Knowledge corporations canbe set up to make knowledge, including values and cultureaccessible to all and facilitate greater application of Knowledge that too with one fifth time, effort and moneyat ten fold efficiency.

• These issues and possibilities have already been discussedand they can be found in the net in the form of power pointor video presentations under ‘Dr. Raju M. Mathew’ or‘Knowmatics’ or ‘Knowledge Industry’.