School is Not Enough: Learning is a consequence of doing (2021)
Arguing that “learning by doing” matters more than formal schooling, commenters weigh the benefits of early, self-directed practice against the risks and survivorship bias in stories of prodigies and dropouts. Many see value in school for teaching fundamentals, credentials, and “learning how to learn,” but criticize systems that hold back advanced students, overemphasize credentials, or suppress agency. Several suggest a blended model—structured education plus real-world projects, apprenticeships, and potentially AI-driven personalized tutoring—as a more realistic path than abandoning school altogether.
Prodigies, Dropouts, and Survivorship Bias
- Many criticize the article’s use of famous early “doers” (tycoons, founders, game devs) as evidence, calling it strong survivorship/selection bias.
- For every successful teen prodigy or dropout, commenters note millions of early “doers” and dropouts who ended up average or worse.
- Some argue the standout successes are often “out-of-this-world good” and frequently rich or well-connected; not a generalizable model for most kids.
- Others counter that luck still requires being active: you can only get “lucky” if you’re doing things, though doing does not guarantee luck.
School vs. “Learning by Doing”
- Broad agreement that doing is essential; disagreement on whether school meaningfully provides it.
- Some say school mostly trains for tests, suppresses agency, and is poor at creativity/productivity.
- Others argue many schools now use project-based, lab, and inquiry learning, so “only passive consumption” is a false premise.
- Several note that controlled, simplified “doing” in math, science, and CS (e.g., classic problems, labs) is still real doing.
Credentials, Bureaucracy, and Opportunity
- Many see modern credentialism and HR/legal gatekeeping as the real barrier, not schooling itself.
- Historical anecdotes of teens casually getting serious jobs are seen as mostly impossible today due to degrees/experience checklists.
- One view: a high-school dropout’s main problem is systemic discrimination against missing credentials, not lack of ability.
Value of Degrees and Choice of Major
- Strong split:
- One side: staying in school, especially college, is often a debt trap with “useless” degrees; students should Google salary data and own their choices.
- Another side: the system, parents, and lenders share responsibility; mass mis-choices signal a guidance and incentive problem.
- Some argue we’ve “dumbed down” college by pushing universal access; others want college ultra low-cost but more clearly tied to outcomes.
Talent, Practice, and Motivation
- Several emphasize that natural talent plus early practice compounds into passion and “agency,” but purposeful practice matters more than mere doing.
- Others stress that most adults later rely on skills learned after formal schooling, crediting school mainly for teaching “how to learn.”
Agency, Group Schooling, and Equity
- Commenters note that systems designed to pull ~97% to a minimum level are inefficient for stronger students and can waste their time and curiosity.
- Counterargument: over-optimizing for the top 10% risks abandoning the rest; public education also serves socialization and equity.
- Some frame school partly as necessary childcare so adults can work.
AI and the Future of Education
- Optimists see AI as a path to individualized, one-on-one style tutoring for everyone, similar to fictional adaptive primers.
- Skeptics worry AI can let students “build” things (e.g., software) without understanding, weakening learning-by-doing.
- Others question vague claims about “personalized education,” arguing real learning still depends on situations that provide motivation, stakes, and practice.