Children love learning, but hate school. Can we really blame them. By giving them meaningless and trivial work for the first 18 years of their life we prime them to live trivial and meaningless lives.
It is clear that modern education is antiquated and that much of what is taught in schools is a byproduct of the early-20^th century rush to train factory workers. Students are taught to learn what others have already decided, whereas life is about making discoveries.
Classes have not evolved to meet modern technological evolution. (see What classes should be taught in school?)
Children are not given the agency they need to develop into competent, self-directed adults.
If we want to raise healthy, high-agency children, we should give them the freedom to make decisions without removing them from the consequences of those decisions. Giving children agency now will help them avoid a dark cycle of work, pain, and reckless release in the future. Even if a life of indulgent hedonism is fun in the short-term, it ultimately leaves a void in the heart. — David Perell
Schools train students to be alike. Specific, marketable skills are taught through apprenticeships.
“School’s don’t show you the world, they just show you a bunch of careers.”
— Michelle Obama
“Is state education designed to encourage more Darwins and Newtons, or to create middle-management civil servants and workers? What tensions are brought into being when a child’s natural proclivity to question everything in their own unique way comes into contact with a one-size-fits-all mode of education?”
What would happen if we completely removed grades and diplomas? Would it result in a meritocracy?
Who could blame young adults for thinking that work is fake and meaningless if we prescribe fake and meaningless work for the first two decades of their existence? — Simon Sarris