The question of experts in the education of children needs to be refined on many levels. It is not a one-size-fits-all question. To treat it as such would mean we would also need to ask things like “do we need experts to feed our children?” because, after all, a dietician knows more of the biology of food (we think); or “do we need experts to bath our children?” because surely a microbiologist understands germs better and would do a better job.

However, even before we discuss experts in education, we need to be sure we are thinking carefully about what education is. Is it making sure that every child has the exact same skill-set by a certain age? Is it about making sure every child has been exposed to the popular concepts of nature? Or is education about equipping a child for adulthood in ways that are unique to their surroundings, interests, and opportunities?

It is also helpful to separate the idea of utilizing experts from putting children in institutions. There is nothing about being in an institution that makes learning more effective, other than learning conformity. It is probably just the opposite, especially for younger children. Institutions give the impression of being organized and efficient, but their design is counter to letting individual learning be optimally organized and efficient. As such, even if an expert is involved, an institutional setting lessens the positive impact.

Once we have a good idea of what education means to us, the use of experts can be better evaluated. First, ask “what sort of expertise” might we feel we need? Do we need someone trained in child development or childhood education to teach our children? Does having such higher education make someone better at teaching children? Or do we think we need experts in each particular subject?

There are different angles to examine this from. Let’s begin with thinking about what a young child, approximately age 12 and younger, will learn. I say *will* learn, because unless a child is abnormally cut off from life around them, they will learn. Especially in the US and other more prosperous regions of the world, materials of all sorts are easily available. I have even heard of children learning to read from cereal boxes unbeknownst to their parents.

Broadly speaking younger children will learn to read, write, and do some math. Exactly when they attain certain levels of this can vary with age and interest, but I have never heard of a child not having any interest in reading something or wanting to spend money. Children also ask a lot of questions about the world around them as they become more aware. It is a rare adult who cannot teach a child all of these basics or read material of interest with them. Just trying to expla