An education must mirror the developmental levels of practice of its students.
While teachers may differ in interests, methods, and their own level of practice or particular skills, a proper education can be seen as the construction of a scaffolding of knowledge and technique. An education that teaches the practitioner a regimented set of rules and responses that seeks to build the primary structure of the praxis or replace the practitioner’s aesthetic judgment with the teachers, is not an education at all. Education is infrastructure, the scaffolding in which our individual knowledge, skills, and preferences are built and held. The goal of an education is not to build the structure, but to construct the scaffolding in such a way that the educated can progress the cultural capital and techne of the praxis.