1. We have neither adequate number of schools, nor jails for the lack of them.
2. The purpose of education should be to teach how to think, not what to think.
3. If it does not make you think for yourself, it is not education. It is propaganda.
4. Any culture, that emphasizes education for material progress and not for knowledge and views research as an economically unattractive pursuit, is a pseudo culture, having no identity and enduring strength. It will depend for learning upon those who respect and practice research which requires free thinking and is not possible in religious ambience and a regime of pre-conceived notions.
5. What you are taught is education. What you discover is learning.
6. Education of the children is so precious that it should not be left only to the schools.
7. Education is the unlearning of popular prejudices.
8. When you cease to learn, you cease to live indeed.
9. Good education of children should be the primary duty of society. They carry the weight of centuries on their shoulders to continue and pass on the excellence of civilization to the future.
10. The world is getting less human with excessive emphasis on money-making education and utter disregard for liberal learning to inculcate faculties of critical appraisal and imaginative creativity for distinguishing between propaganda and truth to live a self-regarding life.
11. Education is a lifelong process in which the seeker keeps on learning, unlearning and re-learning as long as she lives, if she preserves the curiosity to know.
12. Education is a process of becoming, like a fruit ripening from within.
13. A religious society deliberately miseducates for an agenda, such as refusal to teach young minds the Darwinian theory of the evolution of man or any reference to the fossil study in anthropology, since such theories and studies negate the story of genesis. Its education is based on doctored data of social vicissitudes, historical lies and inadequate scientific inputs without developing critical faculties and facilities for scientific exploration and invention. As a consequence, such societies depend on Western knowledge and technology and pay dearly for them in money and loss of young talent. The quality of education is low and deficient. It is not designed to produce independent and analytical minds from primary to tertiary stages to compete with the international standards of excellence and achievements in various disciplines of knowledge. The local institutions of poor learning mostly chum out inefficient sycophants and hypocrites who lie to cover up their shortcomings and ignorance and dodge responsibility by passing on the buck or refuse to perform out of the fear of entanglement, exposure or as a badge of misguided honesty. Deterioration in the capacity and performance of the entrants in the civil service, judiciary and other professions, excepting accountancy and management sciences, which maintain stringent standards and reward efficiency and intelligence with lucrative compensation, are glaring examples.
14. Imparting information about sciences, natural or human, is an important task of education. But its vital purpose is to induce passion for truth, goodness and beauty to live a meaningful life.
15. Education imparts knowledge to all, but learning to some.

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