If an adult goes to a lecture, that adult expects the person on the sage to be a sage, to deliver a wonderful, entertaining, fact-filled presentation of knowledge.
But our Education Establishment thinks that kids don't deserve that. Kids deserve only to be guided and facilitated, to be nudged and shrugged at, as they wander aimlessly among thousands of possible things they might learn. But how do they know which ones they should learn? They don't.
Sages know that.
The war against facts and knowledge takes its most peculiar turn when seemingly intelligent people tell us that the way to teach is not to teach. Teachers must be passive. Students must go and look everything up, as if the Internet is fundamentally different from an encyclopedia one hundred years ago. Children always had close at hand virtually all the knowledge there was in the world; but how could they navigate it? How could they prioritize it? What sense could they make of all those entries in the World Book Encyclopedia?
Sure, sages should not be dull. Let's stipulate that. It's part of a teacher's job to be clever and entertaining. But the idea that teachers should stop teaching is the single greatest victory for dumbing-down since the introduction of Whole Word circa 1931. If you want dumber schools, make sure they constantly criticize direct instruction, while insisting on constructivism, discovery, and the rest of it.
Here's a discussion of sages on stages:
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