Mistaken themes in Cinema derived from the Problem of Education System in India

Mistaken themes in cinema derived from the problem of Education System in India 
 In cinema , many of the works such as '3 Idiots' and 'Admissions Open' have attempted to highlight the problem of education System in India. But they all seem to have faltered at the point that they have carried the message of "Liberation FROM education" instead of "Liberation THROUGH education". The immediate aim of human struggle for freedom in the west has been that of freedom from the Kings and Feudal System. However the citizens did not completely overthrow the monarch and neither the Feudals. Instead their power was curtailed by installing a new people's institution called the Parliament. The Feudals too were not completely deprived of their power but assigned to the House of Lords, in the upper house of the Parliament. The basic power abuse which the Feudals have always been held guilty of is the Coercion Power- that of demanding the respect from the subject instead of commanding it out of free will of the people. Arguably, the better commanding of the respect comes through the manifestation of Knowledge power. That maybe how the House of Lords slowly moved into becoming the learned people's centre as the high-learned people were knighted by the monarch. The education system should be aimed at demonstrating the power of learning and at achieving and sustaining this hard earned 'freedom' of mankind. The idea of learning as proposed from schools should be to bring emancipation of human society from remaining of the evils once the evil of Feudal system is taken off. Often times this liberation from Feudals system has been mis-spelled to be a complete breakdown of social institutions because people can dishonour the contracts made with each other via the previously existent Feudals. While the idea of freedom in totality, that is - freedom from boundations is not to be disagreed, the free-will contracts between people and the states becomes necessary for existence of all humans in the form of a society. A contract formed under free-will, distanced from coercion, should be honoured. And no contracts should attempt to put chains on basic existential needs of a human being. This concept builts up further to say that any government instituted law should not be violated by private mutual contract as the governmental laws indicate the will of people. In turn, the people should have the right to motivate the formation of government laws. Thus, the citizens enjoy a dual status of man-the contract party, and, man-the law maker. The later status, of man-the law maker, obviously comes out through the institution in law Court and justice delivery department. 
         The education system should attempt to bring the skill of viewing man his both the status- as the consumer of a product and as the maker of the product. He should also be able to see an event at two levels, as the victim of the system demanding his rights and also a policy-maker who is entrusted to ensure the creation and sustainability of the system. 
        In this direction, the desire to become a 'wild-life photographer being coerced from his childhood ignorance to become an engineer' does not fulfil the objective of man-the maker of a system. It projects only the case of man-the victim of the system. 
          It proposes the desire of a boy to become a wild-life photographer, but then it does not talk of the plight of other photographers and their economic conditions. It also does not discuss the causes of bad plight of a photographer in a society which is naturally a consumerist one, ready to buy in very high doses but only what it needs. A photographer cannot further blame the society for not buying his photographs and thereby not encouraging and respecting his profession. The responsibility towards all this defects return to the boy in his avtaar of 'man-the maker of the system' by arranging for the consumption of his photographs by man-the consumer. The education system cultivates us to grow-up only in the 'man-the consumer' avtaar. It does not accommodate and train us in the other avtaar of 'man-the policy maker'. The possible cause for this shortfall is the fear of education system to fall into conflicts with the existing policy-makers and amongst each other while in search of virtues which are essential for achieving consensus in their proposed policy matter. The education of natural sciences is consumed heavily for the material fulfillment of the society while arts has been consumerised through industries such as Advertisement and Cinema. The grudges of a wild-life photographer, then , is of the boy itself for he would have to find means and network with the consumers of his wild-life photographs, to truely fulfil his dreams through economic gains. 
       These cinema works are, then, not about showcasing the means for projecting the social usefulness of boy's ambitions, and, thus neither establishing the route for making economic harvest from it.The cinema end up being an economic harvest for the moviemakers on a public cause. 
        This problem of 'liberation THROUGH education' has a possible solution in bringing in the learning of liberal arts. The real task required to be done in amending the education system is of marking up the conjunction links of various vocational trainings and professional courses through learnings of liberal arts to yield a good finished product useful for the entire society.
       For example, wild life photographer needs to be told to link up with the students of botany and zoology to search for the behaviour or abilities of animals and that in turn may be utilized by the physicists to develop methods for long term survival of astronauts in outer space. The dreams of becoming a wild-life photographer can only then show is social usefulness and then reap some economic harvest and add monetary glamour to itself. 
      The basic idea is that learning should carry a refreshed course at various stages for the students to know what is learning, what are the challenges before the society and how the inter-linking of different disciplines can give a finished product which can become an answer to the societal problem. We like to call this a research which accidentally paints the picture of a psycho and madman working obsessively in lab coats in a laboratory.