Prathamesh asked:

In the current changing scenario,what should be our approach to, and philosophy of education?

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Masaryk, one time president of inter-war Chekoslovakia, once argued that the ills of the age could
largely be attributed to the prevalence of what he called "semi-education" amongst those in positions
of influence in public life (from the lowliest teachers to political leaders).

By "semi-education" he meant the the sort of education that furnished people with a facile ability to
criticise the foundations of everything without providing any deeper ability or understanding with
which to defend the foundations of anything.

Would you not agree that some commitment to redressing this imbalance should be expected of a
philosophy of education in the current climate, in the "current changing scenario", as you put it?

Robert de Villiers