If there's something that bugs me about the 2+2 discourse, it's the idea of really valuable education as always being a kind of deprogramming - an overturning of what They taught you, which of course was always too simplistic, too categorical, too clean, and served some purpose.
Of course, it often happens *in the course of* education that we learn that ideas we previously had were wrong. And sometimes we learn that others taught us those things, or that we believed those things, for bad reasons. But this isn't the essence of education, just an effect.
The prevalence of the notion that education at level n most essentially involves problematizing what was learned at level n-1 is part of what gives it the sort of moral-plus-professional cachet as a signaling mechanism that I've written about as "the guild".