Given that learning involves physical changes in each of our individual brains, and given that knowledge consists not of some linear progression but rather the gradually deepening comprehension of a vast web of concepts and ideas, a surprising corollary presents itself: No two educations are the same. There is a very refreshing irony here. You can standardize curricula, but you can’t standardize learning. No two brains are the same; no two pathways through the infinitely subtle web of knowledge are the same. Even the most rigorous standardized tests demonstrate only an approximate grasp of a
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