We need a powerful sense of determination to banish the ugly blemish of racism scarring the image of America.
Martin Luther King, Jr., 1964
To set the mind free and to make judgment informed are as important a cause of struggle as the struggle for political and economic emancipation.
Robert Mugabe, 1983
When Alfred North Whitehead discussed his ideas of the rhythmic character of educational development as a prerequisite of human development, he saw it as “involving an interweaving of cycles” 1 of events that are related to the general themes of human existence. In taking this line of thinking, Whitehead seems to suggest that one of the fundamental objectives of education is to create a social environment that would make it possible for individuals to utilize their potential to ensure their development and so enable them to play their role in shaping the character of society. Whitehead also suggests that the development of the individual will ensure his own sense of human completion. The question that one must ask is: How does education make a human being complete?
One can consider the answer in the context of the aims of an African 13-year-old girl in a remote rural school in eastern Zimbabwe in 1983.