I'm not sure why "teaching to the test" is so disparaged for its effects on the learning process. Obviously that is a different use for tests than evaluation of ability, as is the main goal here.

Studying for the LSAT taught me to feel genuine physical unease when I read a bad argument, then be calm it by the next problem. It's very hard to turn that off when reading the newspaper.

The third stage of my growth as a rationalist was discovering this site. I no longer go through the day thinking of things I read and hear: "Wrong (fallacy), wrong (incorrect premise), wrong (fallacy), true (but irrelevant)." Now it's more like: "Wrong (fallacy), not even wrong (internally inconsistent), wrong (map/territory confusion), wrong (fallacy), not even wrong (argument from definition)."

I propose thinking of ways to hijack the human mental machinery as an alternative to overcoming it, akin to what evolution does.