> Holding [...] initial education, and reeducation [...] approximately constant I wonder if that's one way the transition might happen faster than expected. E

> Holding [...] initial education, and reeducation [...] approximately constant I wonder if that's one way the transition might happen faster than expected. Education improvement may someday accelerate. Startlingly so. It's widely recognized that education is working poorly at present. And that it could be working much better. But just how pervasively poorly is often underappreciated. As in some MIT graduates, given a battery, a long wire, and a bulb, have been unable to make light. And just how much better seems reachable, is hard to appreciate without watching the cutting edge of diverse fields. It's easier to see a line of bottlenecks stretching ahead, than to realize how many of them we may already know how to unlock. It's not that many students could resemble incoming Harvard undergraduates. That's a ghastly low target. It's that by the time students hit high-school bio, it's at least vaguely plausible that they can have a better understanding of biology than many current first-year Harvard Med School students. Which is admittedly another very low bar. Will it happen? Who knows. Pearson is collecting patents. And I've not seen many informed and rational actors in national public policy dialog lately. But building on an assumption that the status quo characterizes the envelope of possible progress in education, seems unnecessarily pessimistic?