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===Education as the ultimate [[finite game]]=== | ===Education as the ultimate [[finite game]]=== | ||
We | We learn from an early age — which in itself is kind of meta — that education, as academic progress, is a time-bound linear process: methodology, not a corpus. It is the application of technique to materials in a bounded environment to yield a result. Results can be tabulated, ranked, compared, and suitable candidates for adult life triaged. | ||
Our formal skills — adeptness at solving equations, or parsing Shakespeare — are examined, and our output reduced to a grade. | Our formal skills — adeptness at solving equations, or parsing Shakespeare — are examined, and our output reduced to a grade. | ||
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Now, if your entire education has taught — ''rewarded'' — our brightest minds for thinking this way, should we expect them to abandon an approach that has served them so well when they leave education? | Now, if your entire education has taught — ''rewarded'' — our brightest minds for thinking this way, should we expect them to abandon an approach that has served them so well when they leave education? | ||
We are generating automatons, who are accustomed to excelling at this limited game, hoop.and onto it early: the earlier they did, the better they got at it, and the more fulsomely has their success being reinforced to them such that they emerge flush with certainty in their own enlightenment. It is all they have ever known common success at this limited, narrow game. | |||
Is it any wonder that we address our professional work in the same manner by creating structures that solve known and pre constructed risks? | Is it any wonder that we address our professional work in the same manner by creating structures that solve known and pre constructed risks? | ||