It is not a coincidence that we have managed to send rockets into

"It is not a coincidence that we have managed to send rockets into space, but our literacy rate continues to be below the world average. It is because governments don't want an educated electorate. Because if we get educated, we will start asking the right questions. And they don't want the right questions being asked." These striking words by Anubhav Sinha shed light on a deep and often uncomfortable truth about power, control, and education. In this age of rapid technological advancement, we have sent rockets to the farthest reaches of space, yet many remain illiterate and uninformed about the very systems that shape their lives. Sinha’s powerful statement challenges us to reflect on why, in a world brimming with innovation, the very right to knowledge seems to be limited by those who hold power. It speaks to the deliberate suppression of critical thought, the fear that an educated populace will begin to question the status quo.

In the ancient world, the idea of knowledge and education was seen as both a sacred right and a profound responsibility. The Greeks, especially in the city-state of Athens, placed great emphasis on the power of an educated citizenry. Socrates, the quintessential philosopher, believed that true wisdom was not the accumulation of wealth or power, but the ability to question the world around us, to engage with it critically and with curiosity. He famously declared that “the unexamined life is not worth living.” For Socrates, the right question was the cornerstone of true knowledge, for it is through questioning that we gain insight into the nature of our existence and our place within society. This principle echoed through the ages, reminding us that education is not simply about reading and writing but about empowerment—the empowerment to question and to seek the truth.

Yet, Sinha’s words reveal a stark reality: the forces that seek to maintain power often benefit from an uninformed and unquestioning populace. In the ancient world, this was evident in the way empires often limited access to education. The Roman Empire, for example, reserved the highest levels of knowledge for the elite few, while the majority of the population was left in the dark. Knowledge was a commodity, and its control was a tool used by those in power to maintain their dominance. The same pattern emerges throughout history—whether in medieval Europe, where clergy controlled literacy, or in colonial India, where the British rulers restricted access to education for the masses. Those in power understand that when the people are educated, they become dangerous—not because of violence, but because of their ability to question the systems that govern them.

Consider the life of Mahatma Gandhi, who understood the deep connection between education and freedom. Gandhi’s efforts to bring education to the masses in India were not merely about teaching reading and writing, but about empowering the people to see through the oppression that had been imposed upon them for centuries. He recognized that the British colonialists sought to keep the people uneducated, disempowered, and unaware of their rights. His belief in self-reliance and empowerment through knowledge helped ignite the freedom movement in India. Gandhi knew that when people are educated, they start to see through the lies and manipulations of those who seek to control them. Through education, he sought to free the people, not just from the colonial powers, but from the mental slavery that ignorance imposed.

In contrast, the example of modern dictatorships shows how power structures fear the educated citizenry. Adolf Hitler, in his rise to power, worked to control education and suppress free thought, turning the youth into blind followers of a toxic ideology. Under the Nazi regime, the education system was weaponized to instill hatred and obedience, removing any space for critical thought. It was not until the war’s end that the full consequences of an uninformed populace became evident—millions had blindly followed a regime that exploited and oppressed their fellow humans. This is the danger that Sinha alludes to in his quote: when we lack the ability to question, when we are kept from education, we become susceptible to manipulation, and our freedom is compromised.

The lesson Sinha imparts is a powerful one: education is the key to freedom. It is not enough for governments to provide the tools of learning—they must also encourage critical thought and inquiry. When we are educated, we are empowered to ask the right questions, to examine not just the world around us but also the systems that control us. The questions we ask shape our society, for they challenge the status quo and demand answers that reflect truth, justice, and equality. If we, as a people, are to truly thrive, we must ensure that education is not just a tool for advancement, but a tool for freedom—a means to break free from the shackles of ignorance and to reclaim our power.

In practical terms, this means advocating for universal access to education—not just in terms of reading and writing, but in the ability to think critically, to question authority, and to engage with the world in an informed, empowered way. It means pushing for transparency and accountability from those in power, and demanding an education system that fosters independent thought rather than obedience. Each of us, no matter our age or status, must take responsibility for our own learning and use our knowledge to raise awareness, to empower others, and to build a future where freedom and education go hand in hand.