• Time does not hang heavily on an educated person’s hands.  S/he can be alone.  S/he is never at a loss for what to do with time.
• An educated wo/man knows his/her rights and knows how to defend them.
• An educated wo/man knows the ways of the human heart: s/he is hard to cheat or fool.
• An educated wo/man possesses useful knowledge: how to build a house, a boat, how to grow food, how to ride and hunt.
• An educated person possesses a blueprint of personal value, a philosophy.  This philosophy tends toward the absolute, it is not plastically relative (altering to suit circumstances).  Because of this an educated person knows at all times who s/he is, what s/he will tolerate, where to find peace.  But at the same time an educated person is aware of and respects community values and strange values.
• An educated person can form healthy attachments wherever s/he is because s/he understands the dynamics of relationships.
• An educated person accepts and understands his/her own mortality and its seasons.  S/he understands that without death and aging nothing would have any meaning.  An educated person learns from all his/her ages, even from the last minute of his/her life.
• An educated person can discover truth for him/herself: s/he has intense ‘awareness’ of the profound significance of being and the profound significance of being here.
• An educated person can figure out how to be useful to others and in trading time, insight and service to meet the needs of others s/he can earn the material things s/he needs to sustain a wholesome life.
• An educated person has the capacity to create new things, new experiences, new ideas.
• There are ten cores around which the self-knowledge and self-reliance an education bestows are built:
• The metaphysical reality
• The historical reality
• The personal reality (who are my parents/ancestors?  What is my culture?  Who Am I? What   are my limits?  What is the range of existing ‘self’ in others?)
• The physical world within my reach (home, neighbourhood, community, region, nation, world)
• The physical world outside my personal awareness
• The possibility of association (family/home, friendships, companionships, comradeships, love, acquaintances, awareness/recognitions, networks)
• Vocation (which has to do with contribution as well as self-maintenance and gain)
• Homemaking (as opposed to shelter)
• The challenge of adulthood (and how it is distinct from childhood: obligations/duties)
• The challenge of death and ageing: the challenge of loss.

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