View source for Mountain climb metaphor of schooling

<noinclude>{{:ArticleSchool}}</noinclude>
== Education is a mountain to climb ==

The '''mountain climb metaphor''' is helpful to understand why the concept of [[schooling]] is so pervasive despite being highly harmful. The metaphor explains that we cannot improve upon optimization without using optimization tools. The metaphor extends to many areas of life. It extends to many ailments that torment humankind today.

A popular saying says ''"hindsight is 20/20"''. However, there is a monumental snag in the process when we reach goals via optimization, and then attempt to lead others to reproduce the feat. Using hindsight, we are tempted to improve upon the trajectory without doing the actual computation that would verify the new trajectory's viability.

{{Metaphor|Imagine you climb a mountain. In the process, you look for best paths, possible dangers, time-wasting obstacles, shortcuts, feeding points, cliffs, shelters, rock falls, and so on. Once you find your optimum path, and you get to the top, you may feel euphoric elation. It is only natural that you want to help others reproduce your feat. Let others experience your joy. When you look back from the mountain top, you suddenly realize that your path was tortuous, winding, and complex. From the mountain top, you can see a simpler path that is more of a straight line. You scream to people at the foot of the mountain to let them know your "improved" straight line pathway. Inadvertently, you may lead them into an abyss, deep stream, bear cave, or stray in a densely wooded area with loss of visibility. At the mountain top, it is easy to imagine one knows better. It is easy to forget the pains and troubles of the climb}}

In [[schooling]], adults have a distorted version of their own learning path. From the mountaintop it all seems so easy: first the alphabet and counting, then reading and simple calculations, and then a simple straight path to wisdom (see also: [[Crystallization metaphor]]). This approach nearly never works as intended. In case of schooling, it causes unnecessary torment, and time-wasting all around the world.

A child's brain is different than an adult's brain. For [[childhood amnesia|neurobiological reasons]], the adult has no way of remembering the difference. The adult cannot empathize with a child's learning process, and must step away to let it [[free learning|run naturally]]. The shortcuts proposed by adults are counterproductive. The first thing we should learn at school or in life are the wonders of the world. In terms of the [[curriculum]], chemistry should precede the alphabet, physics should precede counting sequences, biology should precede reading. We turn it all upside down, and then poison the chalice by making it all compulsory. In a mix with authoritarian parenting, this is a path to the loss of [[Pleasure of learning|love of learning]], [[Why kids hate school?|hate of school]], hate of people, [[bullying]], depression, drugs, mental disorders, and more. Kids without freedom make as much progress as inmates in a tough prison: instead of re-socializing, they get worse.

== Two key optimization errors of schooling ==

Many educators have shallow intuitions about why the school system does not work. However, without a good insight into mathematical optimization, it is hard to precisely nail the problem. Moreover, we need a good understanding of how [[conceptual computation]] shapes the [[concept network]] of the brain. Only then it becomes apparent that [[passive schooling]] undermines human intelligence and future progress of mankind.

In terms of optimization and [[conceptual computation]], the two key errors of schooling can be expressed in terms of the mountain climb metaphor:
* you cannot optimize a trajectory without efficient optimization criteria. In the optimization of learning, the [[learn drive]] system determines the effective trajectory. You cannot climb the mountain on a straight line. You need to look under your feet
* in [[conceptual computation]], a pre-determined trajectory prevents abstract compression of [[model]]s. With the exposure to the evolving reality, the brain forms new [[generalization]]s. New abstractions form new shortcuts to understanding the reality. Children should not follow adults to the top of the mountain because there are always new higher mountains to climb. Failure to reach new mountaintops forms an existential threat to humanity

{{Important note|By sketching the climbing pathways, we slow down or prevent the new generation from scaling new heights}}

== Hindsight is not 20/20 ==

In terms of [[schooling]], ''"hindsight is blurry while appearing to be 20/20"''. It comes from a typical illusion that affects the post-factum perception of neural optimization, or optimization in general. It comes from the [[curse of knowledge]]. All things that used to be difficult in the past, now may seem simple.

{{Important note|Starting the school from reading and counting is an artifact of adult-centric view of education}}

Early instruction is the degradation of the beauty of the world to the basic abstract ingredients that are unpalatable to young minds. The ABCs should be a natural consequence of exploratory learning. The kids can quickly discover the empowering value of reading. The elation of first reading is most delicious when it comes from self-discovery. It is nearly impossible to enter the world of computer games without a good number sense. Math is sweetest when it is used as a tool on the way to a great goal. Only math connoisseurs can love math for the math sake. Usually, it takes decades to become a connoisseur.

The never-ending drive to begin academic instruction at ever earlier ages is simply cruel. 

{{Important note|Early academic instruction without the consent of the child is inhumane and a violation of a child's rights}}

== Mountain climb example ==

{{:Mountain_climb_metaphor_(example)}}

== Parody of the future ==

If the evolution of the school system proceeds at the present rate in the present direction, we will soon teach newborns to read books about the art of walking. This will ensure they master the theory of walking before the practice of walking. Overtime, we might even defer actual walking to later ages, or even adulthood. This is what we seem to be doing with independence and creative thinking. We defer all the challenges to the time beyond college. And then we send kids out to the world to sink at the deep end of the pool.

{{Important note|Schooling defers the need for independent and creative thinking till adulthood}}<noinclude>

== Free learning is not a path ==

I received some feedback about the mountain climb metaphor via e-mail:

{{FAQ|You are wrong if you think that the metaphor may help you kill the idea of [[Compulsory schooling must end|compulsory curriculum]]. The metaphor may be used by the proponents of schooling to support their own view too. As you claim that the right path to the top is based on [[free learning]], the advocates may claim that the right path goes via the school. For example, Daniel Willingham seems to '''prove''' that the right path to the top requires that a child be taught the basics so that she can transition to thinking like an expert at later stages. Willingham's reasoning shows that [[free learning]] is more appropriate for older ages}} 

The claim about the superiority of [[teaching]] over [[self-directed learning]] at younger ages is a myth that can only be promulgated by those who do not observe children do their own expertly research (appropriate for their cognitive level)(see: [[Mythology_that_keeps_the_archaic_school_system_alive#Self-learning_builds_the_best_cognitive_toolset|Self-learning builds the best cognitive toolset]]). That harmful myth is used to argue for the importance of [[schooling]]. The mountain climb metaphor is aimed at abolishing that myth in the simplest possible terms. The metaphor does not imply that there is a path to the mountain top that can somehow magically be determined by adults or experts. That path does not exist. [[Free learning]] is not a path but an optimization strategy. It is a way to compute the path concurrently as part of the exploratory learning process. When a climber goes up the mountain, he has no idea which way he will take. However, he knows what kind of obstacles he can tackle, and which shortcuts are feasible. The climber is free to choose. In contrast, [[passive schooling]] predetermines the path for the student a priori. Daniel Willingham posseses rich and extensive knowledge of learning strategies, however, his effort to incrementally improve [[schooling]] towards some mythical perfection will slow down the arrival of the [[Grand Education Reform|true reform]]. Willingham's effort is reminiscent of good communists who worked hard trying to improve the workings of the Soviet economy for seven decades. See: [[Modern schooling is like Soviet economy]]

{{Important note|The path to the mountaintop cannot be predetermined by experts. [[Free learning]] provides freedom for an individual to find her own path}}

[[File:Exploration pathways at school and in unschooling.png|center|500px]]
{{:File:Exploration pathways at school and in unschooling.png}}

== Confusing shortcut to incremental reading ==

{{SuperMemo note|Optimization shortcut explains why I struggle with explaining the powers of [[incremental reading]]. To me this seems simple and straightforward. [[Incremental reading]] is as simple as basic algebra at school. It is made of a few simple tools that combine into a powerful technology that might change the world. 

{{Important note|[[Incremental reading]] is the best known way to practically augment human intelligence}} 

The problem is that what is simple for me at the mountaintop, is usually abstruse and esoteric for others who are still at the foot of the mountain. There are rare exceptions of people who come to similar conclusions like mine, however, these are usually independent minds who travelled to the mountain top on their own (see [[Michael Nielsen re-discovers incremental reading with Anki|Michael Nielsen case]]). I cannot see a simple way of explaining the path to the mountain top. All I can do is to say: ''"this is great, this is feasible, here are the tools, good luck, do it on your own!"'' Each time I theorize and look for shortcuts, I only add to the pile of documentation that [https://super-memory.com/help/il.htm never stops bloating up]. There is no better way of learning than self-directed [[free learning]]. This refers to learning [[incremental reading]] as well}}

== Further reading ==

* [[Why schools fail]]
* [[Optimization of education]]
* [[Reform|Grand School Reform]]
* [[Fundamental Law of Learning]]
* [[Education counteracts evolution]]
* [[Asemantic curriculum]]
* [[Curriculum lag]]</noinclude>