Education lies at the heart of progress, yet global systems often struggle to meet their own promises. In his latest paper, The Dictum De Omni Et Nullo, researcher Jamir Ahmed Choudhury puts these struggles under a critical lens, exposing contradictions in UNO-led global standard education frameworks and calling for a more truthful and verifiable approach to learning.
The 47-page study, published in the International Journal of Science and Research (Vol. 14, Issue 5, May 2025), argues that compulsory global education policies are often built on paradoxes that weaken their effectiveness. According to Choudhury, these systems rely on approximations and subjective contradictions rather than aligning with knowledge that can be logically consistent, ethically justified and empirically proven.
At the heart of his research is a call to replace fragile frameworks with nature-driven, truth-based models of education. “Education must reflect truth, not approximation,” Choudhury asserts, pointing out that systems should serve humanity rather than bind it within illogical structures.
This work is part of his broader academic contribution, where he consistently advocates for merging philosophical reasoning with practical analysis. By identifying logical flaws in international learning models, Choudhury’s study opens the door for policymakers, educators, and scholars to rethink how education can better uphold fairness, accuracy, and human dignity.
With this research, he not only critiques what is failing but also outlines a constructive pathway toward reform. His findings underline the urgent need to build education systems grounded in both empirical evidence and universal truths.
