| 000 | 02326cam a22003133u 4500 | ||
|---|---|---|---|
| 001 | 29630 | ||
| 003 | UtSlPG | ||
| 005 | 20260610133656.0 | ||
| 006 | m | ||
| 007 | cr n | ||
| 008 | 260607r2009||||utu|||||o|||||||||||||| d | ||
| 010 | _a03002135 | ||
| 040 | _aUtSlPG | ||
| 041 | 7 |
_aen _2iso639-1 |
|
| 050 | 4 | _aLB | |
| 100 | 1 |
_aGorst, Harold Edward, _d1868-1950 |
|
| 245 | 1 | 4 | _aThe Curse of Education |
| 264 | 1 |
_aSalt Lake City, UT : _bProject Gutenberg, _c2009 |
|
| 300 |
_a1 online resource : _bmultiple file formats |
||
| 336 |
_atext _btxt _2rdacontent |
||
| 337 |
_acomputer _bc _2rdamedia |
||
| 338 |
_aonline resource _bcr _2rdacarrier |
||
| 500 | _aRelease date is 2009-08-07 | ||
| 508 | _aProduced by Chris Curnow, Susan Skinner and the Online Distributed Proofreading Team at http://www.pgdp.net (This file was produced from images generously made available by The Internet Archive) | ||
| 520 | _a"The Curse of Education" by Harold Edward Gorst is a critical examination of educational systems, likely written in the early 20th century. The work explores the detrimental effects of formal education on individuality and genius, arguing that conventional teaching methods promote mediocrity rather than fostering real intellectual growth. Gorst contends that the rigid frameworks of these educational structures crush natural abilities and degrade the potential of individuals. The opening of the book sets the stage for Gorst's argument by presenting the idea that education is transforming humanity into a product of standardized instruction instead of nurturing unique talents. He criticizes the uniformity imposed by the educational system, suggesting that it creates a generation of individuals lacking creativity and initiative. The author illustrates the issue with examples from various professions, demonstrating that those who rise through the ranks often do so not out of meritocracy but rather through a system that emphasizes rote memorization and compliance over critical thinking and innovation. This introduction clearly lays the groundwork for a broader critique of societal values as shaped by educational policies. (This is an automatically generated summary.) | ||
| 534 | _nOriginal publication data not identified | ||
| 653 | _aEducation | ||
| 856 | 4 | 0 | _uhttps://www.gutenberg.org/ebooks/29630 |
| 999 |
_c70478 _d70478 |
||