Worker education and training are widely viewed as essential to the competitiveness of organizations and the upward mobility of individuals. That is not surprising: in recent years, academics, policymakers, and labor relations practitioners across the globe have stressed that long-term national prosperity requires a knowledgedriven economy. In the mad dash to foster a society that constantly acquires and upgrades skills, however, little attention is given to the meaning of “education” and “knowledge” or to the relationship between intelligence and work.
