Such an approach may be effective in the classroom or in situations in which there are clearly defined outcomes (which are usually polarized). But true life does not function in such a neatly stratified way. There are always proverbial gray areas, as well as aspects of a choice or a decision that do not neatly align with a determined objective. I believe that my curriculum could have better taught me to deal with life by emphasizing a more collaborative approach. I believe that people are one of the greatest resources on the planet, yet collaboration was rarely utilized in my educational experience. I believe the sort of collaboration in which everyone are equals (without the authority figure of a teacher or a manager) is the most beneficial for real life experiences -- especially with group projects (Markham, 2013) -- because that effectively prepares individuals for networking and exploring various aspects of different problems as opposed to assuming that one can depend on a single, authoritative source.

Additionally, I believe...

Fundamental aspects of property, taxation, inheritance, and other aspects of pecuniary life should be taught to students. Students are merely taught to do what they are told by the current educational system. I believe it would be more advantageous to teach them what they will need to know to succeed in life, such as the values and the pitfalls of credit as well as basic instruction related to automobiles and their maintenance and care. By emphasizing more pragmatic aspects of life, and less hypothetical issues that are important only in certain specialties, education can truly prepare students.
References

Lane, J. (2007). "Inquiry-based learning." Penn State. Retrieved from http://www.schreyerinstitute.psu.edu/pdf/IBL.pdf

Markham, T. (2013). "The challenges and realities of inquiry-based learning." Mind/Shift. Retrieved from http://blogs.kqed.org/mindshift/2013/07/the-challenges-and-realities-of-inquiry-based-learning/