One of the most ubiquitous and impassively accepted paradigms in modern times is the notion of attaining ‘education’ through the institution of schooling. Indeed, the blind faith in this institution is so prevalent that in the contemporary world entire societies are placed on the ‘development’ scale according to their level and extent of schooling. Given the deeply entrenched legitimization of this paradigm, it is a monumental task to challenge the normatively positive value attached to it. The tangible basis of this critique lies in the observation that schools for the most part function as institutions designed to discipline, regulate and unify diverse individual propensities, predilections and perceptions in order to mould them according to widely accepted or imposed societal norms and values. For the most part then, schools in the contemporary serve to cultivate and instill values ranging from nationalism and individualism to those dictated by a free market and consumerist economy. Moreover, through their regulation and control of knowledge they also serve to undermine and suppress indigenous cultures and knowledge systems are which as yet alienated from this institution. It is therefore crucial to critically examine the role of schools and the largely detrimental effect they have had on modern society. The purpose of the critique however is also to explore how these institutions can be transformed into creative learning spaces for all, in which children with varying aptitudes, abilities and interests can have space to express their individuality. Another purpose is to critically examine the conventional aims of education in order to explore how these objectives can be redefined and recreated for the larger benefit of society. It is hoped that in the following articles you will find exactly that.