Educational systems for children throughout the world are structures belonging to the past, and in their present form it is difficult to imagine any path by which they can continue into the future.

They are old structures administered by generations that have not separated themselves from the world of the past, while the distance between them and the future is increasing rapidly.

These educational systems treat “education” as something separate from “life.” In a world where “content” becomes more decentralized and accessible each day, they still imagine learning to be a matter of “teaching content.” They are educational systems severed both from the world of today and tomorrow and from life itself.

Schools whose most important purpose is not to nurture children’s individuality and creativity, but to produce labour.
To become labour, children must lose the most important characteristics of the “child’s mind”: above all the desire to know about life with which every child is born; the capacity for self-directed learning, which is the only possibility for genuine learning; and the capacity to think independently, which is the first condition for entering the process of individuation.

The day these decayed systems collapse throughout the world beneath the weight of their own futility, a new world will begin—and that day is near.