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