Our analysis of western education is not a “how to” prescription. It is a meaningful and reflective theoretical position as to “what is” the meaning of education, to us. Thus this work is a unique look at the collaboration as a constructive “process,” theoretically an endeavor of reflection, over that of a detailed pragmatic narration of education. Therefore, we believe, it is in spirit of the act of collaboration as process of knowledge revelation. Given this our analysis does not address each and every question posed, specifically, but is a work that sheds light and illuminates the process of education and in doing so does cast a pragmatic shadow over all the questions of interest for this issue. In short, we believe that this work of ours is visionary in scope and relevance.
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