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I actually think the distinction between a "good" answer and a useful one is crucial — if kids were thinking deeply & sharing courageously, they'd often say things that would confuse teachers, require more dialogue, force the teacher to google something or sketch something outhttps://twitter.com/webdevMason/status/1086691869067825154 …
these useful answers are neither in the interests of the kid — who typically wants the attention of the full class on them for the shortest feasible duration — or in the interests of the teacher, who wants to believe that (s)he is brilliantly installing fully crystalized concepts
They’re also likely not legible and generalizable in the form of standardized tests, etc. which a large scale system requires, and thus not in the interests of administrators either. In this, mass education is as much a set of positive values as an empty vessel to be filled.
The "why" game should be played more between children and adults. With a third older wise person. Where the adult is taken to task when he surrenders to the frustration of not knowing. The game ends to quickly. It shows. Most humans live life checking off chores for an allowance
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