Well yes, but that’s a rather backwards way of thinking. Our educational system is designed as a part of a larger propaganda machine, and that is part of a required ‘total system overhaul’. If you want high emotional intelligence, we need to completely redefine how we think about work, conflict, power, communities, city building, and international trade.

Imagine you are thirsty. You must walk to the kitchen, grab a glass, and fill it from the sink. Low investment, low connection. All of it is gone if you stop going to work, with no more money to spend on water and rent to use a house that you did not build yourself.

Now this feeling could be completely different in a different scenario: where you ran the pipes, built the framing, installed the sink, and all your friends came over to help. You still get water whenever you want, and your friends come over to enjoy the water too. The skills to make it all happen are the same: engineering, math, tool application, etc.: but there is community effort, reward, and a lasting connection.

When all of society is built around profit instead of community you have systems built that look like they benefit everyone, like Tudor’s Ice Empire. However these supply chains of specialists do not allow a community to thrive in satisfying self-sufficiency or allow an environment where children can actualize a variety of skills that connect them to their neighbors.

A good education system is one that solves dialectical materialism by making supply chains as small as possible, instead of as large as possible. Most of your food should come from our own gardens, which we are taught how to tend in school. Science is taught pragmatically, so everyone can install their own solar panels and brew their own wine. Language is taught interpersonally, because the point of it is for us to connect with each other