It must be widely supposed that most people are educable, for Americans have long had a peculiar faith in the power of education. Indeed, it is frequently regarded as the answer for most human difficulties. That is why our schools are expected to resolve a daunting array of problems such as the cultural integration of immigrants, difficulties with national competitiveness, the elimination of racial injustice, the control of sexually transmitted diseases, and so forth. Indeed, the list of problems thought to be susceptible to educational solution seems almost inexhaustible.
Certainly a great deal of human misery could be prevented if people could be taught to think more deeply and effectively. But is the common failure to do so a consequence of a lack of education as many suppose? Perhaps, just perhaps, the real culprit is a widespread lack of capacity and/or inclination for education. After all, in order for education to be a cure, much less a cure-all, the majority of humans must be capable of sufficient reason and understanding to be improved by that means; plus they also must willing. Suppose this is not the case? Perhaps a great many humans, possibly even most humans, are not truly educable in any deep and abiding sense,?
Is such speculation too pessimistic? Perhaps it is; but consider the long-standing popularity of P.T. Barnum’s observation that “There’s a sucker born every minute.” Ponder also the durability of H.L. Mencken’s dictum that “No one ever went broke underestimating the intelligence of the American people.” Perhaps these and many similar observations remain current because they are deeply rooted in reality.
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