If education is failing, then
something positive must be replacing it.
In modern jargon, one can say that until education is
re-engineered (or should I say rethought?), it has no chance of
catching up with reality. In its current condition of
compromise, education will only continue to muddle along,
upsetting both its constituencies: those captive to an education
based on the literacy model, and those who recognize new
structural requirements.
The reality is that the universality implicit in the literacy
model of education, reflected in the corpus of democratic
principles guaranteeing equality and access, is probably no
longer defensible in its original form. Education should rather
elaborate on notions that better reflect differences among
people, their background, ethnicity, and their individual
capabilities. Instead of trying to standardize, education should
stimulate differences in order to derive the most benefit from
them. Education should stimulate complementary avenues to
excellence, instead of equal access to mediocrity. Some people
may be uneducatable. They might have characteristics impossible
to reduce to the common denominator that literacy-based
education implies. These students might require alternative
education paths in order to optimally become what their abilities
allow them to be, and what practical experience will validate as
relevant and desired, no matter how different.
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