No one knows what to do after storming the Winter Palace.

This is the very same situation the Parliamentarians faced in the 1640s in England. The existing thought system made it impossible to deal with a monarch who was bent on imposing Divine Right absolutism. Christopher Hill described the situation after the King had been captured pretty well. He said the Parliamentarians suffered from a "mind-stop" which made it impossible to contemplate the next step. But that "mind-stop" was overcome, to the detriment of Charles I. We have been through many iterations since that time.

It took another 45 years or so to arrive at another quasi-stable political solution, but the outcome of 1688 has served as the original part of the foundation for the current system in England, while allowing that foundation to be greatly expanded over time. Yet a similarly radical expansion is needed in the U.K. today. Likewise in the USA.

"It is not necessary to have hope in order to persevere."

http://www.huffingtonpost.com/steve-nelson/the-dark-side-of-acing-the-tests_b_887160.html

Train them from a young age to have a unidirectional mind.

Bruner's primary concern was that children are being pressed to do too much too soon. The negative effects of early academic work are several fold, he stated. Young children are too often asked to do things for which they are developmentally unready. This leads to frustration, stress and a potential aversion to learning. More debilitating, the early introduction of so-called academic work has a conditioning effect, perhaps unintended, but very powerful. Gradually, children in what we now call "high stakes" learning situations, whether at school or home, are conditioned to see learning as, and only as, the process of delivering the "correct" response to the powerful adult in whose presence they find themselves.

Children like to please parents and teachers. If extrinsic and intrinsic rewards are conditioned on giving "right" answers, children will indeed work hard to figure out what the adult will accept as the "right" answer. The process is self-perpetuating as the rewards are compounded over time. When strongly conditioned to see learning this way, qualities like imagination, skepticism, eccentricity, originality, invention and creativity will be extinguished. These are unreliable mechanisms for discerning "right" answers.