It is weird that we expect school children to understand only 50%–70% of a topic (like calculus) before we move on to one that builds on it. No computer game would have tutorial levels like that. It frustrates all progress.
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I’ve often thought of this as Jenga education. An MS level knowledge of a subject built on anything other than straight A’s is a bit like a Jenga tower in mid game. If it’s mostly B’s and C’s, it’s wobbly and can hold moderate loads. If it’s Cs and Ds, it worthlessly fragile
You’re absolutely right, & this is a really good thought regarding educational practice in general.
This seems mostly like a problem of when and how the measurement is taken. I would hope we would be stacking moderate things on wobbly basis as we build to a robust base that can withstand many pressures. Unfortunately the current system is almost entirely devoid of integration.
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