Generally therefore those who have "completed" a standardized regimen of education promptly turn their faces in the opposite direction. Humor, but mo… - Eduard C. Lindeman

Once the assumption is made that human nature is uniform, common and static—that all human beings will find meaning in identical goals, ends or aims—the standardizing process begins: teachers are trained according to orthodox and regulated methods; they teach prescribed subjects to large classes of children who must all pass the same examination; in short, if we accept the standard of uniformity, it follows that we expect, e.g., mathematics, to mean as much to one student as to another. Teaching methods which proceed from this assumption must necessarily become autocratic; if we assume that all values and meanings apply equally to all persons, we may then justify ourselves in using a forcing-method of teaching. On the other hand, if we take for granted that human nature is varied, changing and fluid, we will know that life's meanings are conditioned by the individual. We will then entertain a new respect for personality.

Intelligence is not merely the capacity which enables us to profit by experience; it is the function of personality which gives experience its past, present and future meaning. Habits belong to existence, intelligence to living. Life becomes a creative venture in proportion to the amount and quality of intelligence which accompanies conduct.

Vocational education is designed to equip students with the proper means for arriving at their selected goals. Adult education goes beyond the means and demands new sanctions, new vindications of ends.