OK, you’re the second person in this thread I’ve seen advocating this view, so maybe my pro-school view is the minority one here.
The idea of curiosity is very compelling, but how often does productive curiosity actually occur in people who don’t go to school? Modern society has lots of things to be curious about: television, video games, fan fiction, skateboarding, model rockets, etc. The level of interesting-ness doesn’t correlate with the level of importance (examples of fields with potential large improvements for humanity: theoretical physics, chemistry, computer science, artificial intelligence, biology, etc.) If you believe model rockets are a sure lead-in to theoretical physics or chemistry, I think you’re being overly optimistic.
The most important effect of school is providing an external force that gets people to study these (relatively) boring but important fields. Also, you get benefits like learning to speak in public, being able to use expensive school facilities, having lots of other people to converse with on the topics you’re learning, etc. To do boring things on your own, you need self-discipline, which is hard to come by. School does a great job of augmenting self-discipline.
By the way, I thought about school much the same way you did until I left high school (two years early) and went to community college. I can’t explain why, but for some reason it’s a million times better.
Well, in community college, you’re now the “customer”, and determine what you want to study, and how to study. It still provides a framework, but you’re much freer in that framework. The question is to what extent can we get similar benefits in earlier schooling. AFAICT, the best way to do so would be to make more of it optional. (Another pet project of mine would be to separate grading/certification and teaching. They’re very different things, and having the same entity do both of them seems like a recipe for altering one to make the other look good.)
″...separate grading/certification and teaching....”
John Stuart Mill advocates that in the last chapter of On Liberty. He wanted the state to be in charge of testing and certification, but get out of the teaching business altogether (except for providing funding for educating the poor). I like the idea.
(Another pet project of mine would be to separate grading/certification and teaching. They’re very different things, and having the same entity do both of them seems like a recipe for altering one to make the other look good.)
I really think this is the domino that could trigger reform throughout the entire system. The problem is that there are only a few professions that require a specific, critical skill-set which can be easily tested and which completion of a degree does not guarantee.
OK, you’re the second person in this thread I’ve seen advocating this view, so maybe my pro-school view is the minority one here.
The idea of curiosity is very compelling, but how often does productive curiosity actually occur in people who don’t go to school? Modern society has lots of things to be curious about: television, video games, fan fiction, skateboarding, model rockets, etc. The level of interesting-ness doesn’t correlate with the level of importance (examples of fields with potential large improvements for humanity: theoretical physics, chemistry, computer science, artificial intelligence, biology, etc.) If you believe model rockets are a sure lead-in to theoretical physics or chemistry, I think you’re being overly optimistic.
The most important effect of school is providing an external force that gets people to study these (relatively) boring but important fields. Also, you get benefits like learning to speak in public, being able to use expensive school facilities, having lots of other people to converse with on the topics you’re learning, etc. To do boring things on your own, you need self-discipline, which is hard to come by. School does a great job of augmenting self-discipline.
By the way, I thought about school much the same way you did until I left high school (two years early) and went to community college. I can’t explain why, but for some reason it’s a million times better.
Well, in community college, you’re now the “customer”, and determine what you want to study, and how to study. It still provides a framework, but you’re much freer in that framework. The question is to what extent can we get similar benefits in earlier schooling. AFAICT, the best way to do so would be to make more of it optional. (Another pet project of mine would be to separate grading/certification and teaching. They’re very different things, and having the same entity do both of them seems like a recipe for altering one to make the other look good.)
″...separate grading/certification and teaching....”
John Stuart Mill advocates that in the last chapter of On Liberty. He wanted the state to be in charge of testing and certification, but get out of the teaching business altogether (except for providing funding for educating the poor). I like the idea.
I should really get around to reading On Liberty one of these days.
I really think this is the domino that could trigger reform throughout the entire system. The problem is that there are only a few professions that require a specific, critical skill-set which can be easily tested and which completion of a degree does not guarantee.