Acharya Prashant addresses a question about creating an education system that balances spiritual and material values. He begins by stating that there is no question of balancing two values, as there is only one fundamental human demand: understanding, freedom, or liberation. This singular demand is also referred to as truth or dissolution. He explains that while humans are born like animals, their consciousness seeks to attain a higher state of understanding and bliss, a state they are not born into. The purpose of education, therefore, is to guide a child from their innate state to this desired, ultimate state. This is why education is essential for humans but not for animals, whose consciousness does not seek liberation or truth. Without proper education, a human remains a 'half-man, half-animal'. The primary goal of education is the liberation of consciousness. Consciousness is bound on two levels: by the self and by the world. It is ignorant of both itself and the world, with ignorance of the self being the more fundamental issue. Just as faulty eyes cannot perceive the world correctly, an unknown self cannot truly understand the world. Therefore, education must address both internal ignorance (of the self) and external ignorance (of the world). The speaker refutes the idea of purely objective knowledge, asserting that all knowledge is ultimately for the 'I' or the self. Consequently, any educational curriculum must first establish the relevance of a subject to the student's life and liberation. Before teaching any chapter, whether in science or history, the question of 'Why should I know this?' must be answered. When teaching science, it must be clear who is seeking the knowledge and for what purpose. The speaker critiques modern economics as 'ego-economics,' focused on production and consumption, and proposes 'liberation economics' instead. He extends this critique to the medical field, which often prioritizes the body's health over the well-being of the consciousness, for instance, by recommending non-vegetarian diets. He emphasizes that the intention behind any pursuit of knowledge is paramount; if the intention is flawed, the knowledge will be misused. The ultimate intention must always be liberation. Acharya Prashant concludes that the seeker must be understood before the search begins. Any education that fails to connect its subject matter to the student's life is not true education. He points out that much of modern science and technology has been driven by flawed intentions, such as the desire to loot and exploit, which led to colonialism and the development of weapons. He argues that every subject, from geography to political science, must be taught from the perspective of the consciousness seeking liberation. For example, when teaching about democracy, the question should be how it aids in the liberation of an unfulfilled consciousness. This subjective, self-centric approach is what is missing from modern education.