ABSTRACT
Yes, as I have already discussed, educational institutions process people. But then, knowledge too is processed and filtered. Not everything is taught; not every perspective of the world is considered worth learning; not every ‘skill’ or every branch of knowledge is given equal importance. This means that we must ask why certain perspectives or skills are considered as ‘legitimate’ knowledge at a certain juncture of history. Before we go deeper into this issue, I appeal to you to stretch your imagination because I am going to give you two illustrations from history so that you can reflect on the changing dynamics of what is regarded as ‘worth knowing’.
