As a matter of fact: education by itself is a tool, a source of conditioned power and a redeemer of human wits. This is because throughout the ages society has witnessed a tough battle, a war of minds. The conquered in this contest have limited space in the community. Just as other sources of power, the impact of conditioned power is far beyond any illusion. With much of its essence hidden in the behind the ability to receive, perceive and apply knowledge. This is due to the fact that without education, humans are more than often reduced to caged animals. They remain limited to exploring humanity behind the molten fences of their cages.
As we journey through the prison of life, we also expose the cognitive ability of humanity to a test. The ability to recognize mistreatments, identify their solutions and make a step towards setting themselves free. For, how do we know we need freedom unless we realize our mistreatments? How do we fight our way to freedom lest we identify the means to use? Lastly how can we get freedom unless we make an effort in fighting for it? Our prison is centered on the aura of our society that has always been the source of ill treatments. The chambers of this prison are well defined through the socio-cultural, political and economic intimidations. Surprisingly, all these chambers in the prison of life have a common key. The anonymous key is hidden in the logical words of Aristotle, “human beings by nature have a desire to know.” Yes, an inner desire: to envisage the causes of their perils and their amicable solutions.
The first cell of the prison: political captivity has the popular minority as the outstanding victims. The custodians of the cell are mostly aristocrats. The society in this case has much suffering to bear making the chamber stinky of ill practices. The masters always possess expressive freedom and then practice of other rights. They even use their power to execute ill desires of: corruption, egoism and nepotism. The oppressor and their subjects in this case will always co-exist in a non-enlightened society. The prisoners in this case may sometimes unknowingly embrace their misleaders. The introduction of education in such community always brings impeccable changes. First education brings the subject into light with truth helping them realize their mistreatments. The knowledge acquisition thereafter expands to sensitizing the enslaved on their rights and how to protect them. In response, an inner awakening is experienced by the subjects. The prisoners will therefore develop a liberal mind towards their treatments. This is put in practice by a move to demand freedom in such a political setting. As this happens education acts as a key through unlocking the minds and helps set the enslaved free. Though the process is always gradual, its impacts as witnessed in USA and France in 18th Century were incredibly liberating.
As we go deep in the prison; we enter its second cell, economic exploitation. The lords to this chamber are the monopolizing capitalists. They have both the condign and compensatory power clinging onto their hands. The oppressors in this cell possess a heart of iron, characterized by power to compel any form of competition. The ignorant society in this case is always at the mercies of its lords. On desire, the lords hoard commodities and upon ‘worship ‘release them at hiked prices. In such a society education holds much relevance in opening the prison chamber. Need for freedom is therefore realized on dissemination of knowledge on production in an enclosed market. The enlightened gradually emanates to protesters of poor service provision. If no response is realized a different approach is apparently employed. They consequently start utilizing the knowledge on crop production to manufacture goods and provide competing satisfactory services. In so doing the power of monopoly is partly taken from the oppressors. More than often, the economic prison in this case is slowly opened by the rise of many imitating and innovative entrepreneurs. The custodian to power is forced to give in to the pressure from the enlightened. This in long run helps close the prison since the monopolies have reduced dominion in the society. The impact of education becomes completely liberating from the prison.
The third section of the prison is a more grotesque figure. The cell rightly usurps the name, Socio-cultural intimidation. The gods of this chamber have familiar names .Figurative warders include; race, religion and other custom based emblems. The oppressors in the cell are driven by superiority complex. The tyranny in this chamber has been lured into a trap symbolized by: inferiority, fear and submission. The lords in the chamber use their professionalism in seduction and thereafter pregnant the subjects with deceits. The lies about a superior race, religion and cultural practices .The minds of the victims are eventually duped into a cell too difficult to open. The proprietor builds vast shrines then sits in raised positions receiving worship from the masses. Some of their altars are built in open grounds while others are erected in the souls of men. At an impeding approach of education, the lords in this prison become terrified .The society receives sensitization on the equality resting within the limits of: race, culture and religion. The monster’s shrine experiences a shake. The number of believer s to the fallacies drastically decreases due to unfolded knowledge. For instance the rise Martin Luther to spearhead Reformation justifies the impacts. His efforts in this case could be equivalent to a tool for liberation. As it happened first to Germany, then the entire world. In regard to this education systems everywhere have a perenialistic approach towards culture. Education entails helping people; appreciate who they are, knowing their weaknesses and building on themselves to bring about a desirable change. In this case; education acts as a key through empowering humanity without stigmatization, thus bringing about a better society.
As a matter of fact, the greatest prison the world has ever had is a colonized mind. Liberation therefore starts with the minds then to actions. Based on the concise journey through the prison of life, we have much certainties to make are based on the ability of education to unlock and lock all the prisons .Through freedom by introduction of education ,a locked cell is literally opened. As freedom dominates the captives are therefore allowed out of the prison. The cycle continues when they step outside the prison. Lack of inmates in this case symbolizes irrelevance of a prison. This therefore implies that; any attempt to close a physical prison must start from one’s psyche. Once the community is liberated from prejudices then we gain more than victory. Physical prisons are symbols of the greatly colonized minds in the society. If physical prisons need to be closed; people need to understand and appreciate their rights, then the rights of others. This cannot be done without cognitive deliverance. The whole process of knowledge acquisition greatly relies on formalized education. The formal system of education is greatly aided by the schooling system. This therefore affirms the philosophical sentiment; ‘He, who opens a school door, closes a prison.’