Then we are substantially in agreement, our only meaningful divergence being that I reflexively view utility from the perspective of the world-controllers, as opposed to from the citizen-subjects.

The major difference, then, is not moral righteousness or justice or other such thing, but the habitual understanding that the perpetuation of a system, any system, is owing, ultimately, to the perspective of its managers, formal or informal, that the purpose of a system is what it does…and not its PR-drafted slogans or empty representations.

Absolutely. I was just noting one way to look at it based on the posts main thrust.

The, “education,” system exists to:
- Continue existing
- Provide jobs for people
- Provide childcare for parents
- Gatekeep and reward compliant behaviors
- Signal who is compliant and, “acceptable,” for positions of power

Education is a distant 7th-8th item on the list, and only incidentally due to the efforts of some individual teachers (often harangued and punished).

That may be true from the bottom looking up, but it isn’t true from the top looking down. From the top looking down, schools are a mechanism of homogenization and control. And it isn’t like they hide it: school buildings and prisons look similar because they’re based on the same underlying logic—compliance—if in different implementational registers and intensities. Organizationally, neutral observers have often remarked that the same vendors supply the food for the captive populations of each. And there are even both private schools and private prisons, nominally at some remove from the state.

We only need so many Medievalists who can read/write in Old Anglo-Saxon, luckily we only have so many who are capable and find it interesting. Convenient.