I didn’t claim that the only reason schools teach their curriculum is that it is useful. There can be (and are) different parts of the curriculum taught for different reasons, some related to being useful and some not.
How well do they serve each purpose? I’m given to understand Newton’s Laws are highly useful in engineering. How do they compare with alternative means of producing status, like teaching everyone ‘Ubik’ and ‘fnord?’
I didn’t claim that the only reason schools teach their curriculum is that it is useful. There can be (and are) different parts of the curriculum taught for different reasons, some related to being useful and some not.
How do you know that the reason students teach Newtons laws is them being useful and not for status purposes?
How well do they serve each purpose? I’m given to understand Newton’s Laws are highly useful in engineering. How do they compare with alternative means of producing status, like teaching everyone ‘Ubik’ and ‘fnord?’
But most students will not do jobs as engineers.
Touch typing is a useful skill for nearly all jobs yet most schools don’t teach it.
There are no professors of touch typing that give the subject academic prestige. On the other hand academic physic has prestige.
Calculus has more academic prestige than statistics and thus schools are focusing more on teaching calculus.