Such effects must bear a more personal and subjective impact on the individual, and must surpass the actual information learnt. This is in fact the very vital reason for the educational system. We do not learn so we can simply memorize random information long enough to espouse it. We learn so that we may be able to take in everyday stimulus and be able to rationalize it, to the point of discovering how to weave together this collection of random information into a consistent and unified whole, distinguishable to all individuals who have been given the same proper education. A good example of this is the teaching of mathematics. It is well known that the majority of learned individuals will not carry out their free time by continually calculating mathematical equations. Nor will there ever come a time where the bulk of what they learned will ever be applied to day to day situations. But there is a principle of logic to mathematics, which remarkably trains the human brain to exercise some form of deductive reasoning. Without this analytical competence, much of everyday life's hardships would be insurmountable.
An important effect of a proper education is the element of creativity. Creativity could be best described as the ability to make connections between seemingly different concepts or constructions of information or knowledge. To hold this ability one must usually have a vast range of understanding of different branches of knowledge, and have at least enough intuition to know where these different branches are in accordance with each other. This gives reason to the many history and science courses which students have to take from an early age on into higher levels of scholastic tenure. Despite the apparent distinction between the two branches of knowledge, it becomes obvious how much scientific discovery has influenced our history, and how our history influences the routes scientists and great thinkers take to make new discoveries. From this, we grow a great appreciation for the profound causes and effects our actions and thoughts have as a whole race.
Through reflecting upon the intrinsic value of knowledge as merely a stepping stone to attaining a level of comprehension beyond miscellaneous information, we grow to realize that our education is not confined and cannot be confined to the constraints of any man made institution. It can not be measured, judged, or flaunted. We do not have minds capable of abstract reason simply to bedazzle each other, and try endlessly to out think those who we have foolishly mistaken as our competitors. Instead, our education is an ongoing process of communion with our everyday world, our fellow human, ourselves, and that which weaves this life into one consistent and unified phenomenon distinguishable to all, no matter what our level of education.
