Are you effectively saying the onus is now on pedagogy to determine the most effective way to distill those concepts to earlier learners? Just trying to understand where the actionable side of this starts coming into play.
Not the op, but I think it is unfair too say it is on one side.
That isn't right, either. I think it is worth exploring both sides. Surveys of what interests people, as well as constant trying of methods seems sensible. Somewhat inefficient, I suppose; but I feel efficiency is a trap. Often used as a weapon against exploring.
That is too say, fairness is also a trap. As long as we have the resources to go after methods, we should do so. Challenge people, but don't assume we know the skills necessary to meet those challenges. Drop timeline requirements, and just keep upping the challenges with smaller challenges along the way.
That isn't right, either. I think it is worth exploring both sides. Surveys of what interests people, as well as constant trying of methods seems sensible. Somewhat inefficient, I suppose; but I feel efficiency is a trap. Often used as a weapon against exploring.
That is too say, fairness is also a trap. As long as we have the resources to go after methods, we should do so. Challenge people, but don't assume we know the skills necessary to meet those challenges. Drop timeline requirements, and just keep upping the challenges with smaller challenges along the way.