The problem is with some (not all) educators and the variety of ways jazz studies programs are implemented. There are those who think technique is an end unto itself, and their programs crank out an endless stream of clones and robots who can regurgitate other's licks and solos, but who don't think for themselves.
Technique should be taught as a means to an end, and studying licks/transcriptions is an important step towards that end, but it is just that- a step as part of a journey. Anyone who brags about how many players can play Trane's GS solo is completely missing the point IMO, and if a student of mine said something like that, well believe me, we'd be having a long talk.
So I agree with you, John, but I do believe that studying jazz in an academic surrounding can be beneficial. It's my goal to be part of the solution and not part of the problem with jazz education. The process shouldn't stop at the acquisition of technical skills, that's where it really just begins.
Clark Terry explains this in a very succinct manner:
"Imitate-assimilate-innovate"
edit: perhaps our friend Duke City will contribute further to this discussion.....?