But my dissatisfaction right from school to university, and later my PhD in plasma physics that remained incomplete due to choice (as I had lost faith in the system), stemmed from the emptiness of the rituals that went in the name of ‘radical’ or ‘modern’ education. The exams were stereotypical, merely looking for what students had learned, not how they have learned. The what part of education is mere knowledge accumulation and presentation, the how part of it is creative knowledge accumulation, creative thinking, imagination beyond what is apparent, critical judgement, and promotion of the questioning, sceptical, dissatisfied mind always looking for solutions to problems beyond the set pattern of solutions that have outlived their purposes. This culture continues up to the PhD level. No wonder, most of our PhDs are not reckoned as original in the international market; no wonder, our universities stand nowhere in world rankings such as the one done by the British QS (the most reliable one); no wonder, our patents are so few; no wonder, we continue to fail to produce Nobels. Our only emphasis is on exams – neither valid nor reliable, which on most occasions are based merely on rote learning, not on original thinking.