4 ms·

Most real world work is grinding through boring work as well, and it’s worthwhile to build the discipline for it.

TheHegemon 4y ago
Completely agree with this. I used to skip most of my classes but would get As on all of my tests. Now I struggle immensely on going through the every day grind of adult life.
- anthlax 4y ago
  Correlation or causation? Perhaps if you didn’t skip classes, you’d still struggle through adult life but also struggle through childhood. Perhaps you’d just be more numb.
mikebenfield 4y ago
There are better ways to build discipline than spending a huge chunk of ages 5-18 doing otherwise pointless busy work.
- barry-cotter 4y ago
  But are there better ways to build obedience?
hiremelocally 4y ago
I wish you were wrong, but you're not. Ability to work a BS system absolutely is a marker of success in society.
renewiltord 4y ago
Perhaps it's worth sampling the population and seeing whether outcomes match. I'll go first. I didn't do this. My parents intentionally did my cursive writing homework for me so I could read and go out and explore the countryside. I now run eng at a prop trading firm that you'll occasionally see in the FT.
iopq 4y ago
That's why I don't do "real work" anymore. You understand not everyone has a goal of being a salaried employee in life, right?
- Ancalagon 4y ago
  What do you spend your time on instead, and how do you support yourself? Unless there's some other definition for "real work" that still involves money but isn't some form of a job - be it self-employed, entrepreneurial, or otherwise.
  - iopq 4y ago
    I became rich and retired. I spend my time on myself
nicoburns 4y ago
It was the arbitrariness of academic work that got to me. Real world work tends to be clearly directed at a goal, and if you acheive the goal it doesn't tend to matter much how you did it. Academic assessments (poorly designed ones, which happens to be most of them in my experience) expect you to do things exactly in a prescribed manner. Essentially 50% of what you're doing isn't actually useful learning, it's domain-specific learning where the domain is "what my professor happens to care about".

Completely agree with this. I used to skip most of my classes but would get As on all of my tests. Now I struggle immensely on going through the every day grind of adult life.

anthlax 4y ago
Correlation or causation? Perhaps if you didn’t skip classes, you’d still struggle through adult life but also struggle through childhood. Perhaps you’d just be more numb.

mikebenfield 4y ago

There are better ways to build discipline than spending a huge chunk of ages 5-18 doing otherwise pointless busy work.

barry-cotter 4y ago
But are there better ways to build obedience?

hiremelocally 4y ago

I wish you were wrong, but you're not. Ability to work a BS system absolutely is a marker of success in society.

renewiltord 4y ago

Perhaps it's worth sampling the population and seeing whether outcomes match. I'll go first. I didn't do this. My parents intentionally did my cursive writing homework for me so I could read and go out and explore the countryside. I now run eng at a prop trading firm that you'll occasionally see in the FT.

iopq 4y ago

That's why I don't do "real work" anymore. You understand not everyone has a goal of being a salaried employee in life, right?

Ancalagon 4y ago
What do you spend your time on instead, and how do you support yourself? Unless there's some other definition for "real work" that still involves money but isn't some form of a job - be it self-employed, entrepreneurial, or otherwise.
- iopq 4y ago
  I became rich and retired. I spend my time on myself

nicoburns 4y ago

It was the arbitrariness of academic work that got to me. Real world work tends to be clearly directed at a goal, and if you acheive the goal it doesn't tend to matter much how you did it. Academic assessments (poorly designed ones, which happens to be most of them in my experience) expect you to do things exactly in a prescribed manner. Essentially 50% of what you're doing isn't actually useful learning, it's domain-specific learning where the domain is "what my professor happens to care about".