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The mental model for "lessons" is also unusual. When I sit down to meditate, I don't think of myself as "taking a lesson"—I'm sitting down *to meditate*. Yet the sessions actually do include authored lesson-like content! Contrast this to the experience of a cell biology class:
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In a typical class, lessons are the focus, and activities are clearly both secondary and subservient to the lesson content. Going to a structured cell biology lab, you don’t think “I’m gonna investigate cellular biology”; you think “today’s lesson is a lab instead of a lecture.”
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The inverted framing of the meditation lessons ("I'm going to meditate and incidentally hear some instruction" instead of "I'm going to listen to a lesson and incidentally meditate") is powerful because it turns the lessons into *actually doing the thing*.
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Great point here. I agree—I think the answer is no. One potential reason: notes.andymatuschak.org/zScaFc6MhijMiE
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Replying to @andy_matuschak
But, to use your language, do these apps / activities push people beyond plateaus in the same way deliberate practice does (as you discuss in your notes)? My sense is no. Of course, I suspect this is a design challenge not a fundamental limitation :).
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