Even if one accepts the premise that the purpose is not to educate children the education clearly still occurs and its effectiveness varries by school depending on a number of variables, many of which are controllable. Given that, you can increase how much the children learn without undermining the “true purpose” of the system, whatever one invisions that to be. To use your example, perhaps the children producing more reports actually does help them learn more. I am low confidence on that particular example but seems very possible to implement systems that increase educational efficiency below some threshold of costing current stakeholders material loses. I think your response here was too cynical.
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Another point on your last sentence: in a near or post AGI world one might think that the value of the type of knowledge work (pure design as opposed to manufacturing) Nvidia does might start trending towards zero as it becomes easier for anyone with equal compute access to replicate. Not sure if it will be possible to maintain a moat on the basis of quality in software/hardware design in such a world.