7. Assessment culture that punishes original thought
In both arts and sciences, students learn:
Marks come from agreeing with the expected line.
Deviance from the mark scheme is dangerous.
That marks-driven pedagogy produces:
Deep suspicion of anything that does not yet have an “approved” answer.
A habit of quoting institutional scepticism (regulators, big newspapers) as proof.
So:
When mainstream econ labelled Bitcoin a bubble, that became the “mark scheme answer”.
When institutional reports fret about AI risks, that becomes the safe stance.
Genuine independent evaluation of these systems is never practised, so never developed.
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8. No meta-training in “how to explore a new tool”
Very few people are ever taught:
How to approach a new domain cold.
How to run small experiments, log results, iterate.
Instead, pedagogy assumes:
A syllabus, a textbook, a tutor, a set of worked examples.
The blank box of a wallet or chatbot is therefore terrifying. You need:
Problem-finding skills.
Tolerance for initial floundering.
Without those, the person blames the tool: “It is confusing / pointless”, rather than noticing that they never learned how to explore anything unscripted.
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9. Ideological framing delivered as catechism, not inquiry
In some humanities and social-science environments, technology, markets, and capital are introduced in a pre-framed way:
Tech = instrument of oppression.
Markets = extraction.
Corporations = enemies.
That does not make the critiques false; it makes them non-optional. You are not invited to interrogate where they apply and where they do not.
Bitcoin and AI then slot neatly into the template:
BTC = capitalist scam / climate vandalism.
AI = tool to automate exploitation / erase labour.
The judgement precedes the evidence, and the classroom rewarded that habit.
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10. Lack of cross-disciplinary stitching
Bitcoin lives at the junction of:
Computer science, cryptography, monetary history, macro, game theory, energy.
AI lives at the junction of:
Statistics, optimisation, software engineering, cognitive science, ethics, labour economics.
Most education is siloed. People are:
Good at one discipline’s stories.