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Synopsis The present book does not aim at the treatment of all or even most of the problems of the Indian education and it certainly does not make any effort to fall in line with what our celebrated educationists and teacher-educators very often think. As a sociologist of education, the author is not attuned to think of a problem or a host of problems in isolation. The societal context is the most fundamental thing which must be taken into account while discussing or even thinking about any problem. The author has a serious objection to the manner in which our teacher-educators have been identifying and discussing the problems of Indian education in their classrooms, books, articles and even in seminars and discussions. Their traditional approach has been to think of these problems in watertight compartments, like the problems relating to primary education, problems of secondary education, or the problems relating to educational administration, those relating to examination and evaluation, those concerning curriculum, etc. The problems are identified superficially and no effort is made by most of them to fix priorities in the consideration of problems with the result that the articles and books on problems of education tend to appear as catalogues, of course, classified ones, of innumerable problems which one finds insurmountable.