Since 2008 I write more on Facebook, but you can still read these older entries.
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Many students, especially those who are poor, intuitively know what the schools do for them. They school them to confuse process and substance. Once these become blurred, a new logic is assumed: the more treatment there is, the better are the results; or, escalation leads to success. The pupil is thereby "schooled" to confuse teaching with learning, grade advancement with education, a diploma with competence, and fluency with the ability to say something new. His imagination is "schooled" to accept service in place of value. Medical treatment is mistaken for health care, social work for the improvement of community life, police protection for safety, military poise for national security, the rat race for productive work. Health, learning, dignity, independence, and creative endeavor are defined as little more than the performance of the institutions which claim to serve these ends, and their improvement is made to depend on allocating more resources to the management of hospitals, schools, and other agencies in question.From a 1970 essay by Ivan Illich entitled Deschooling Society. I'm not convinced schools intentionally mislead, but I do agree that many people confuse process and substance.
With many things though, people have this strange tendency to avoid knowing them, and instead ask someone else unfortunate enough to already know them. Say, Makefiles. Is it just my experience or do people worldwide pretend to be incapable of dealing with a hairy Makefile, and leave its regularly scheduled tweaking to a small set of knowledgeable victims?From The cardinal programming jokes (PG-13). By the way, this quote is incredibly true in my profession, and I think in all of life as well.