2+2 = 4. There is nothing to collaborate on or debate in that. There's not time for students to spend hundreds of years going through the process of complete a

2+2 = 4. There is nothing to collaborate on or debate in that. There's not time for students to spend hundreds of years going through the process of complete a priori discovery that pioneers in fields of knowledge did. This isn't at all what he is saying, I think you misunderstood (or I did). The key points, as I understood the piece: - Avoid duplicating effort, instead add value, "just as journalists must become more curator than creator, so must educators" - Rather than educate based on a factory-line mentality, engage with the audience/students, in order to help them learn more effectively, "instead of giving tests to find out what [people] learned, we should test to find out what they don't know. Their wrong answers aren't failures, they are needs and opportunities." - Instead of getting students to memorize answers or techniques, focus on helping them learn how to find answers and understand techniques, "Google sprung from seeing the novel. Is our educational system preparing students to work for or create Googles? Googles don’t come from lectures."