Making lecture specific seems to dissolve it only because here we are thinking that univertiy is a place were people try to learn. However if we are more specific about where lectures occur it might make more sense to characterise it as indoctrination, shared cultural experience or management of expectations.
If we did employ each individual learned being able to take on material in individualised order and pace then it would be harder to verify who knows what. Part of education is that employers can take on trust that newly arriving employees are work-compatible or atleast work-trainable. That compatibility might include technical capacity or knowledge posession but it might also include things like suggestibility, willigness to endure boredom or willigness and capability to adjust to externally imposed schedules
Any claim with “only because” is very bold and almost certainly wrong. The main thrust here is that it’s not knowledge efficient at all. But another kind of deduction would say that because it is not knowledge efficient it MUST have another reason keeping it alive. Just having the word seems like an incredibly weak reason and it being the only availbe reason doesn’t mean that unavailable reasons are outruled. I think the phenomenon would survive even if the word was not forced. But I do think that dispencing with the word makes it handy to look at the “ugly” reasons that are causing the phenomenon. Saying something abstract like “We are using education as a means to stabilize our society so that young people do not express themselfs in too novel ways” seems ridicolous but the concrete things that take place are less suspectible to being denied.
Yeah I’m familiar with _The Case Against Education_. But signalling is commonly built on symbols rather than substance. If people weren’t so ready to accept abstractions like “lecture”, then society would get into less-wasteful signalling equilibria.
I was not familiar with a book by that name but I guess the geist is in similar vein.
I think the issue is more orthagonal. I think there might be a deep and vast difference in opinion what the relevant mechanics are which falls out of the scope fof the post. Even what the hypothetical world were people did not have access to words like “lecture” would be like is pretty ambigious. But I think losing the cover of doing evil in the name of good would be (partially) counterbalanced by evilseekers being forced to pay tribute to an image of goodness which does some amount of actual good.
I think losing the cover of doing evil in the name of good would be (partially) counterbalanced by evilseekers being forced to pay tribute to an image of goodness which does some amount of actual good.
My disagreement with lectures isn’t about what lectures are—just that they don’t get as good results as alternatives.
Making lecture specific seems to dissolve it only because here we are thinking that univertiy is a place were people try to learn. However if we are more specific about where lectures occur it might make more sense to characterise it as indoctrination, shared cultural experience or management of expectations.
If we did employ each individual learned being able to take on material in individualised order and pace then it would be harder to verify who knows what. Part of education is that employers can take on trust that newly arriving employees are work-compatible or atleast work-trainable. That compatibility might include technical capacity or knowledge posession but it might also include things like suggestibility, willigness to endure boredom or willigness and capability to adjust to externally imposed schedules
Any claim with “only because” is very bold and almost certainly wrong. The main thrust here is that it’s not knowledge efficient at all. But another kind of deduction would say that because it is not knowledge efficient it MUST have another reason keeping it alive. Just having the word seems like an incredibly weak reason and it being the only availbe reason doesn’t mean that unavailable reasons are outruled. I think the phenomenon would survive even if the word was not forced. But I do think that dispencing with the word makes it handy to look at the “ugly” reasons that are causing the phenomenon. Saying something abstract like “We are using education as a means to stabilize our society so that young people do not express themselfs in too novel ways” seems ridicolous but the concrete things that take place are less suspectible to being denied.
Yeah I’m familiar with _The Case Against Education_. But signalling is commonly built on symbols rather than substance. If people weren’t so ready to accept abstractions like “lecture”, then society would get into less-wasteful signalling equilibria.
I was not familiar with a book by that name but I guess the geist is in similar vein.
I think the issue is more orthagonal. I think there might be a deep and vast difference in opinion what the relevant mechanics are which falls out of the scope fof the post. Even what the hypothetical world were people did not have access to words like “lecture” would be like is pretty ambigious. But I think losing the cover of doing evil in the name of good would be (partially) counterbalanced by evilseekers being forced to pay tribute to an image of goodness which does some amount of actual good.
My disagreement with lectures isn’t about what lectures are—just that they don’t get as good results as alternatives.