education It is traditional, but now sometimes condemned as *elitist, to distinguish scholarly education (as learning for its own sake) from vocational training (as learning a useful skill). We might even say that education is, therefore, particularly for *persons considered as ends in themselves; while training can, at the extreme, even be given to other *animals (a trained dog is unremarkable; an educated dog would be a miracle). Perhaps it will not seem quite so elitist, not that elitism is wrong, when one realizes that all *professions involving practical skills merely involve a high level of training. Many professionals will thus, in this sense, often not be formally educated beyond school level. However, as much that passes for education in some subjects is *politically correct *propaganda, that does not make them less educated than many people with allegedly *intellectual degrees. Whatever the value of this distinction, a broad sense of ‘education’ clearly includes learning vocational skills.

An important, but neglected, related issue should be mentioned here. If the theory of ‘hot housing’ very young *children is true, then the most important education will take place in the first five years (and possibly even before by stimulating the unborn human, especially with music, in the womb). After five years of age, the complex dendritic connections in the brain will mean that the child will often be bright enough to continue largely self-guided study. Without this hot housing, people are unlikely to reach anywhere near their genetic potential educationally. One explanation for the typically higher IQ of the first born is their natural monopolization of their parents’ attention, particularly the mother’s, and that the first child has a novelty value that will not be shared by any subsequent offspring.

See *academics; *academic freedom; *qualifications; *schools; *universities.

A Dictionary of Libertarianism