As a former teacher I have noticed some unlucky trends in education (it may be different in different coutries), namely that it seems to slow down. On one end there is a public pressure to make schools easier for small children, like not giving them grades in the first class. On the other end there is a pressure to send everyone to university, for signalling (by having more people in universities we can pretend to be smart, even if the price is dumbing down university education) and reducing unemployment (more people in schools, less people in unemployment registry).
While I generally approve friendlier environment for small children and more opportunities for getting higher education, the result seems like shifting the education to later age. Students learn less in high schools (some people claim otherwise, but e.g. math curicullum is being reduced in recent decades) and many people think it's ok, because they can still learn the necessary things in university, can't they? So the result is a few "child prodigies" and a majority of students who are kept at schools only for legal or financial reasons.
Yeah, people live longer, prolong their childhoods, but their peak productivity does not shift accordingly. We feel there is enough time, but that's because most people underestimate how much there is to learn.
OTOH there is a saying - just learn where and how to get the information you need.
And it's a big truth in that. It is easier every day to learn something (anything) when you need it.
Knowledge market value could be easily grossly overestimated.
...has finally been published.
Contents:
The issue consists of responses to Chalmers (2010). Future volumes will contain additional articles from Shulman & Bostrom, Igor Aleksander, Richard Brown, Ray Kurzweil, Pamela McCorduck, Chris Nunn, Arkady Plotnitsky, Jesse Prinz, Susan Schneider, Murray Shanahan, Burt Voorhees, and a response from Chalmers.
McDermott's chapter should be supplemented with this, which he says he didn't have space for in his JCS article.