Education is often used as a proxy for other things that actually benefit our lives. Sometimes it makes sense and sometimes it doesn't. Certainly the kind of education being discussed matters.
It can certainly be argued that children that sit in a classroom for 16 years may lose much of the spontaneity and natural desire to explore that they were born with.
They might be a lot more passive, accept what is handed to them with less skepticism and fewer questions, be hesitant to try things without social proof, and may be ignorant of how the world actually works. They may be more likely to live in their heads and be less in touch with their own very real needs.
> It can certainly be argued that children that sit in a classroom for 16 years may lose much of the spontaneity and natural desire to explore that they were born with.
A lot of things can be argued, but not all can be substantiated. Even if I agreed that studying somehow harms children, that would only encourage society to rethink _how_ but not _whether_ to train children.
Take transcripts of what happens with young children in classrooms and other settings, and code them for instances of curiosity, whether spontaneous or encouraged. You find a dramatic change in the classroom -- even greater than I expected; I seem to have lucked out in my own schooling. https://www.amazon.com/Hungry-Mind-Origins-Curiosity-Childho...
(Where "lucked out" doesn't mean it was worth it. It's relative.)
