I reiterate my claim that, whatever may be the deficiencies of the 'educational establishment' (ie. the 'Educational Mafia'?) and/or the 'Schools of Education', there is no benefit at all that can be derived for the educational system by making demands to:
- -- "Put the Educational Mafia in jail!"; or to - -- "Blow up the Schools of Education!" (even if one or the other demand were satirically intended).
Such demands may be appropriate in a Stalinist or Hitlerian regime.
In any even just nominally democratic regime, such demands will be impossible to put into practice (if intended seriously). If intended satirically, such demands would tend only to close the minds of important stakeholders in the educational system to the real need for changes in the system. Such demands reveal a fundamentally autocratic mindset on the part of the persons making them.
What's appropriate (added later: in a democratic regime) would be to seek to discover the real deficiencies and weaknesses of the educational system (including those of the 'Schools of Education') and then to find out practical ways to overcome them - by using all good ideas available from the stakeholders in the respective systems.
Practical means to gather ideas and then to 'integrate' them to develop effective Action Planning to accomplish a desirable 'Mission' are described in the attachments to my post heading the thread "Democracy: how to achieve it" - see http://mathforum.org/kb/message.jspa?messageID=7936232 . These tools enable people to convince themselves that certain ideas may, at a particular time or place, be infeasible or unviable.
The approach described is readily usable by people who believe that learning by students (of math, or of anything else) is something that the students should be ENCOURAGED to do rather than be PUSHED into doing. PUSHING children into learning math (or anything else) may be the right thing to do in Stalinist regimes.