Today, we’re examining a challenging concept: that the very system designed to educate us in the modern school may be the most effective mechanism ever created for fostering obedience, dependence, and educated poverty. This isn’t a conspiracy theory; it’s a structural analysis. https://francoisentrepreneur.org

https://francoisentrepreneur.org

There’s a factory that has been running for over a century. It doesn’t produce objects; it produces obedience. You were one of the pieces processed on that assembly line. They entered with a curious, questioning child, capable of thinking for themselves; they left with an adult programmed to trade their entire life for a monthly salary. The conversion was so efficient that you don’t even notice the mental bars. They call it education; it’s domestication. And the most disturbing thing? You defend the system that imprisoned you.

Schopenhauer was right when he said that it is difficult to free fools from the chains they revere. You revere your own captivity and call it a diploma. While you were memorizing useless formulas, they were installing in you a mentality of permanent scarcity. You’ve been working for years and still have no assets, no freedom, no real power over your existence. This is not a system failure; it’s the system working perfectly.

The modern school was not born to liberate; it was born to produce docile workers for the factories of the Industrial Revolution. The owners of the industries had a concrete problem: peasants and artisans were not suitable for factory work. They thought too much, questioned too much, and had too much autonomy. They needed people who would accept orders, follow rigid schedules, and perform repetitive mechanical tasks without hesitation. So, they designed an educational system to manufacture this mentality.

It is no coincidence that the school functions like a factory. The bell ringing every period conditions you to accept that others will control your time for the rest of your life. Lines, uniforms, permissions for basic needs like going to the bathroom: all of this is not organization; it’s behavioral conditioning.

You learn early on that there is unquestionable authority: the teacher has the truth. Disagreeing is disrespect. Questioning is rebellion. Thinking differently is a discipline problem. For years, your mind absorbs the message: obedience is virtue, submission is wisdom, conformity is success.

When you finally leave school, you are perfectly molded. You look for a boss, not autonomy. You accept a salary without negotiating because you never learned that you can. You work fixed hours because you have been conditioned to believe that time is controlled by others. You ask permission, follow rules, and do not question structures. Domestication is complete. The most brutal thing? I would say that you defend it. You call it quality education. You want your children to go through the same process because the programming was so deep that you can no longer see the chains. You wear them voluntarily every morning and believe you are free.

Nietzsche observed that there are no facts, only interpretations. School taught you a specific interpretation of reality: that you need a job, that security comes from a fixed salary, that the right way is to study to work for others. This interpretation perfectly serves those who need cheap labor; it serves you terribly.

The truth they hid from you? You were educated to serve, not to prosper; to execute, not to create; to obey, not to command. And this education worked so well that you don’t even realize that you are serving other people’s interests with your own life. Twelve years of decorating information disconnected from economic reality: mathematical formulas that you never use, historical dates irrelevant to your financial life, and scientific concepts that do not apply to anything in your daily life.

Meanwhile, zero education about money. Zero knowledge about how wealth is created. Zero understanding of how the financial system really works. This is not forgetfulness; it is an intentional project. The curriculum was designed to keep you smart enough to operate machines and follow instructions, but ignorant enough to never understand the economic game.

You leave school knowing how to solve complex equations, but with no idea how compound interest can either enslave or enrich you. You know about cell mitosis, but you don’t know how to negotiate a salary. You memorize the periodic table, but never learn the difference between an asset and a liability. The mediocrity of the curriculum keeps you dependent: dependent on employment because you don’t know how to create value on your own, dependent on a salary because you don’t understand investments, dependent on the system because you were never taught how to function outside of it.

While you were busy memorizing useless content, the children of wealthy families were learning at home about equity, financial leverage, and how money works for you instead of you working for money. While you memorized poems, they learned to read balance sheets. You were trained to be an employee; they were trained to be employers.

School teaches you to trade time for money. This is the only economic equation implicit in the system: Work, get paid, spend, repeat. They never show you that rich people don’t trade time for money; they buy assets that generate income without their presence. They understand that selling your time by the hour is a guarantee of economic imprisonment.

But you didn’t learn that. You learned that work dignifies, that study leads to success, that effort is rewarded. All are half-truths designed to keep you spinning on the wheel. Work dignifies when it builds your wealth, not that of others. Study leads to success when it teaches you to think, not to repeat. Effort is rewarded, but usually the one who reaps the reward of your effort is your employer. https://francoisentrepreneur.org