This reflective article by G. Viswanath explores the value and impact of formal education through the lens of personal experience and the Montessori method. The author recounts a journey through 11 years of traditional schooling, followed by a Bachelor of Science degree and a rigorous 2-year MBA at IIM, questioning the lasting lessons imparted by these academic pursuits. While advanced degrees fostered skills in communication and self-confidence, the author remains sceptical about their effectiveness in imparting deeper life lessons or practical wisdom. The piece suggests that prevailing educational structures focus predominantly on preparing students for the job market, often at the expense of nurturing curiosity, critical thinking and genuine learning. In contrast, the Montessori approach is highly practical: emphasising self-directed discovery, intrinsic motivation and holistic development. Through this introspective account, the article challenges readers to reconsider the ultimate objectives of education and to seek pedagogical methods that cultivate not just employable skills, but also personal growth, adaptability and lifelong learning. It invites educators and learners alike to value lessons that extend beyond the classroom and to rethink what it means to be truly educated. ‘Learning to learn’ is essential, while rote learning and high academic scores are often valued at the expense of what will help the learner grow as a person, a professional and a significant contributor to the very society they are a part of.
Viswanath et al. (Tue,) studied this question.