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To Gandhi, western education, even in the emaciated form it had taken in India, was a negation of the principles of non-violence and truth, the two values he regarded as crucial. The fact that western men had spent ‘all their energy, industry and enterprise in plundering and destroying other races’ was evidence enough for Gandhi that western civilization was in a state of ‘sorry mess’ (Gandhi 1962: 164). Therefore, it could not possibly be a symbol of ‘progress’, or something worth imitating or transplanting in India.
Political Agenda of Education
Krishna Kumar
Whole industries (think telemarketers, corporate law, private equity) whole lines of work (middle management, brand strategists, high-level hospital or school administrators, editors of in-house corporate magazines) exist primarily to convince us there is some reason for their existence. Useless work crowds out useful (think of teachers and administrators overwhelmed with paperwork); it’s also almost invariably better compensated. As we’ve seen in lockdown, the more obviously your work benefits other people, the less they pay you.
David Graeber: ‘To Save the World, We’re Going to Have to Stop Working’
David Graeber
c. The imagined order is inter-subjective. Even if by some superhuman effort I succeed in freeing my personal desires from the grip of the imagined order, I am just one person. In order to change the imagined order I must convince millions of strangers to cooperate with me. For the imagined order is not a subjective order existing in my own imagination – it is rather an inter-subjective order, existing in the shared imagination of thousands and millions of people.
Sapiens
Yuval Noah Harari
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