I know grew up that way, and countless generations grew up that way, and none of us seem to have any psychological trauma because of this
How do you know? A lot of children enjoy learning before they go into school and then they stop enjoying it after the kind of feedback they get in school.
In my own experience pointing out errors in essays was seldom done in a way that helps learning. I would have profited a lot of a teacher telling me that it’s important to write more clearly. Instead the teacher frequently marked things as mistakes that were simply disagreements.
Or that they intentionally forbid children to call each other boys and girls, or even to forbid them the knowledge that any difference exists, just to erode the difference between genders, so that everyone should choose a gender later and not be “biased”.
Could you point to a school that does this, or is it simply a strawman?
One meta level deeper: to what extent is education largely about learning to putting up with enduring things you don’t like, and is that a good or bad idea or rather to what extent is good or bad? This aspect—discipline training etc. - can explain a predict a lot of these methods. So the point is to stop enjoying learning, then doing it anyway, in order to learn to be able to do not enjoyable things. How important is this as a skill? This is one of the biggest political-philosophical challenges in the last 2-300 years, because if we would assume human nature is all right, we would be roughly okay in following what we like, if we would assume it is rotten, then the most important learning would be to learn to defeat ourselves and do things that don’t feel good. I think there is an emerging consensus from Haidt to everywhere that human nature is more or less okay-ish in finding good goals but there is far too often the issue of being too lazy and distracted to follow them, and thus it may be useful if schools focus on overcoming that by forcing students to learn things they dislike learning.
I don’t think my teachers at school did effectively teach me discipline. A lot of them believed in the notion of talent instead of believing in a growth mindset where every student can achieve anything if they just put in enough time.
Teachers protect their own self image that way. If it’s all talent, then they aren’t to blame that the bad students don’t get it.
Because of the importance of discipline I myself started to set SMART goals and every day write down the percentage that of my goals that I achieved the last day (in 4 categories) under the label integrity.
I have never done a single SMART goal in school and it’s not something usually done or encouraged by the system.
There are jobs such as cleaning toilets that can be done well by people who just endure they tasks they are given. Most knowledge worker tasks on the other hand are preferably done by a person who likes doing them.
if we would assume it is rotten, then the most important learning would be to learn to defeat ourselves and do things that don’t feel good.
How do you know? A lot of children enjoy learning before they go into school and then they stop enjoying it after the kind of feedback they get in school.
In my own experience pointing out errors in essays was seldom done in a way that helps learning. I would have profited a lot of a teacher telling me that it’s important to write more clearly. Instead the teacher frequently marked things as mistakes that were simply disagreements.
Could you point to a school that does this, or is it simply a strawman?
One meta level deeper: to what extent is education largely about learning to putting up with enduring things you don’t like, and is that a good or bad idea or rather to what extent is good or bad? This aspect—discipline training etc. - can explain a predict a lot of these methods. So the point is to stop enjoying learning, then doing it anyway, in order to learn to be able to do not enjoyable things. How important is this as a skill? This is one of the biggest political-philosophical challenges in the last 2-300 years, because if we would assume human nature is all right, we would be roughly okay in following what we like, if we would assume it is rotten, then the most important learning would be to learn to defeat ourselves and do things that don’t feel good. I think there is an emerging consensus from Haidt to everywhere that human nature is more or less okay-ish in finding good goals but there is far too often the issue of being too lazy and distracted to follow them, and thus it may be useful if schools focus on overcoming that by forcing students to learn things they dislike learning.
I don’t think my teachers at school did effectively teach me discipline. A lot of them believed in the notion of talent instead of believing in a growth mindset where every student can achieve anything if they just put in enough time.
Teachers protect their own self image that way. If it’s all talent, then they aren’t to blame that the bad students don’t get it.
Because of the importance of discipline I myself started to set SMART goals and every day write down the percentage that of my goals that I achieved the last day (in 4 categories) under the label integrity.
I have never done a single SMART goal in school and it’s not something usually done or encouraged by the system.
There are jobs such as cleaning toilets that can be done well by people who just endure they tasks they are given. Most knowledge worker tasks on the other hand are preferably done by a person who likes doing them.
Nobody benefits from you being depressed.