> one way to think about what education is, is process for taking your perceptual inputs, and putting them on an abstract lattice this is an obviously useful p

> one way to think about what education is, is process for taking your perceptual inputs, and putting them on an abstract lattice this is an obviously useful process in all sorts of ways but it probably does change the way you both notice things, and remember things The problem with this is you're inducing a hypothesis via intuition and analogy. I don't see any reason to think education has the deleterious effect you're proposing. I guess it could, but I don't think there's any compelling evidence for it. It doesn't strike me as the simplest explanation. From my perspective, I don't think there is any inverse correlation between memory capability and educational achievement. I could just as reasonably say eidetic memory decreases as language skills develop because we no longer have as much need for episodic recollection versus semantic recollection. But neither of these proposals is grounded in anything empirical, it's intuitive speculation based on limited anecdata. The simpler explanation, by Occam's Razor, is that educational achievement trains memory faculties.