Questioning “General” Education
It is better to solve one problem five different ways, thanto solve five different problems one way.
Some parents want their schools to prepare their childrenfor future jobs and careers. Other parents want schools toteach specific sets of ideals and beliefs. Some parentseven want their young to learn to develop their own,independent ideas. But regardless of those different goals,
most schools assign most of their pupils‟ time to learning
scattered fragments of knowledge about some so-called
like reading, writing, arithmetic,science, and tidbits of cultural history
and then consume
the rest of those children‟s time with incessant tests and
Surely, that kind of “broad education” helps many
children to comprehend many aspects of the worlds
they‟re in. However, I question how well it prepares them
to deal with more complex real-world problems
becauseit is hard to exploit separate fragments of knowledge until one acquires the mental skills that one needs for retrieving and using the relevant ones.
Nevertheless, although we rarely teach children abouthow minds work, quite a few of them do becomeexperts
in what we call their amusements and hobbies
as when they play computer games, or refine their athleticskills, or build structures with construction sets.