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photik

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In my experience this is likely one half of a principle in which there are at least as many examples of people who can do things really well, but have no idea how to pedagogically transmit the building blocks of their domain understanding to others in a tractionable way.

Maybe a more wholistic take on this is something like:

'Those that can't do, teach, and those that can't teach would really be doing everyone a huge favor if they would just go do somewhere.'

If this is a more complete take, it suggests to me that the master/apprentice paradigm existed for so long for a reason; masters have spent their lives specializing narrowly, not necessarily transmitting their understanding, thus the deconstruction of their expertise is only accessible via osmosis over time, because essentially they can't teach.

Apples and Oranges. Your analysis is after the fact, and those arenas aren't open development environments. Adoption follows content creation. Not every time, but the essence of the sentiment 'build it and they will come,' shouldn't be dismissed.

I use to work in youth corrections. A gang unit I worked on housed one young guy who got behind the wheel drunk on his sixteenth birthday and accidentally killed someone, and another young man who contracted an STI from his girlfriend and decapitated her. These two young men slept 3ft apart and were treated equivalently by the system.

You've pinpointed a major flaw that is mostly invisible to the public.

That entirely depends on the arena in which one finds oneself. In far-left circles women and minorities tend to be given carte blanche, while in far-right circles older white men receive similar treatment. It is a spectrum of acceptable norms based on implicit values surrounding group identities.

e.g. if a white man offers a controversial opinion in a left-leaning arena, he is more likely to be dismissed.