The current study sought to critically address the practice of rituals of distinction in nation-wide educational milieus to see if such practices can produce generations of underdeveloped and deprived learners. Data were collected over a course of two years from North Korea, Pakistan, Zimbabwe, Venezuela, and Somalia. A total of 419 teachers, educators and students from these countries responded to email communication, were observed through participant observation, or were interviewed through Skype; they provided descriptions and examples of educational settings and practices in their respective countries. The data were then analyzed qualitatively and in the light of (a) Bloom's taxonomy of educational objectives, (b) Maslow's hierarchy of needs, and (c) Feuerstein's notion of "culturally deprived" learners. It was concluded that, education systems in countries ruled by ideological or ideocratic regimes, intentionally and actively deprive learner generations of quality education with the aim of hammering whole societies into the shape which will guarantee their own grip on political power. Drawing on the concepts of "small-c culture" and "capital-c culture" from relevant literature, the paper argues that despotic regimes, by virtue of their education systems, mainly betray their most obedient citizens who are committed to them and whereby deprive them of true professionalism.