@Failed_Buddhist assume subject X, which is complicated, has traditionally been taught using a particular pedagogy. those who teach it decide to utilize a non-traditional pedagogy. how should they evaluate the efficacy of the new methods?
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further, evaluation of a student's progress requires familiarity with the student's patterns, forms of expression, etc. clearly, unlike teaching calculus, teaching subjects of this kind does not scale.
I wonder if it is a case of moral hazzard? Putting aside the technical problem of teaching a complex subject; if there exist systemic factors which would justify a particular behaviour - eg: maximising students - then it should be no surprise that the behaviour will proliferate.
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moral hazard is certainly in play. if you haven't vetted your altered pedagogy, you should not inform new students that you can teach them a subject. and yet, lamas do this all of the time. this is immoral, even abusive.
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promising students that you can (and will!) teach them Dzogchen or Mahamudra in the course of a weekend, when those students are unfamiliar to the lama, and with whom he not follow up, is disgusting
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