I am all for stimulating stuff to do. That sounds like a case where personal lack of money is not a significant factor. To me it would seem that doing that stuff as a hobbyist would be largely similar (ie money is a nice bonus but tinkering would happen anyway because of intrinsic interest / general development).
Not being able to mess with computers because your parents needed hands to pull potatoes from fields would probably also made it hard to be a relevant blip when that employer was searching for talent. I am also more worried about when it systematically affects a lot of people, when “so where do you work?” you would get an eyebrow raising answer “I in fact do not work, but my mother insisted that I should go to school” from a 10 year old. It would actually probably be working a fast food joint to pay on the family car loan interest.
If we could make work so enriching that it would bring people up all their life then maybe it would be developmentally desirable environment. But as long as you will have adult unemployed people, I consider the job of children to be playing and any employed minor to be a person that is inappropriately not playing. Then offcourse if a framework where education is preparation to be a cog in a factory leads to schools being even more stiffling than actual factories, having a artifically stably bad environment is worse than unstably bad environment.
In certain sense this “prepatory phase” lasts until the end of tetriary education. I am of the impression that “mid stage” people do not push off their work to pick up new skill. By doing the aquisitions early in life we have it “installed” and pay dividends during most of the lenght of life. But the environment where you develop the capabilities and where you can use out of them are different. And the transition costs between them are not always trivial.
I am all for stimulating stuff to do. That sounds like a case where personal lack of money is not a significant factor. To me it would seem that doing that stuff as a hobbyist would be largely similar (ie money is a nice bonus but tinkering would happen anyway because of intrinsic interest / general development).
Not being able to mess with computers because your parents needed hands to pull potatoes from fields would probably also made it hard to be a relevant blip when that employer was searching for talent. I am also more worried about when it systematically affects a lot of people, when “so where do you work?” you would get an eyebrow raising answer “I in fact do not work, but my mother insisted that I should go to school” from a 10 year old. It would actually probably be working a fast food joint to pay on the family car loan interest.
If we could make work so enriching that it would bring people up all their life then maybe it would be developmentally desirable environment. But as long as you will have adult unemployed people, I consider the job of children to be playing and any employed minor to be a person that is inappropriately not playing. Then offcourse if a framework where education is preparation to be a cog in a factory leads to schools being even more stiffling than actual factories, having a artifically stably bad environment is worse than unstably bad environment.
In certain sense this “prepatory phase” lasts until the end of tetriary education. I am of the impression that “mid stage” people do not push off their work to pick up new skill. By doing the aquisitions early in life we have it “installed” and pay dividends during most of the lenght of life. But the environment where you develop the capabilities and where you can use out of them are different. And the transition costs between them are not always trivial.