I'm curious if maybe the mistake was in assuming we needed AI for the teaching part of the process.

Maybe we should focus only on having AI for the correcting/internalizing part instead? A purely deterministic grader and problem creator creates an endless stream of problems and solutions. The LLM's job is just to help you get to the point that you can assign a random problem from this problem set and the student will be able to answer it without assistance. Hopefully the teachers lecture at the beginning of class helped with understanding as well (I suspect that it would), and also provides a more broad "theory of mind" about what we are doing than the myopic LLM's "Let's get you solving this problem" does. Also, humans are social creatures, and being taught by another human being (even if it were less efficient) is likely beneficial to most people.

tldr; Normal human teacher, deterministic grading to gauge progress, and LLM assistants to help the student get to the point that they can pass the deterministic grading.

Yeah? That's what the style of teaching is about.

Think less science and more a conversation; establishing syntactic and semantic ground rules for the speakers grasp of a behavior relative to problem.

It's not necessarily about teaching something concrete. It's about teaching a social style in an abstract way. It's discussing a painting or piece of music, in math the symbols used to represent possible number/geometry generators.

I never just watch the videos. I rewrite what is written out. To recreate the song and dance so to speak.

Pragmatically speaking life is just performance art. Only a few specific realms of science move the needle for humanity; biological health maintenance (across all contexts; housing, food, not just medical) and our research in energy infrastructure.

Everything else is just one's relative outcome. Result of their sensory experience. Feels like this should be obvious at this point.

The studies that show brain activity goes down as we use AI. Yeah. So? Is it great to stimulate ourselves so much with ultimately arbitrary content our biology immediately tries to forget due to entropy? Heart attacks are up in <60 crowd relative to last generation. Constant interaction with flame wars and tabs v spaces (functional languages and Nix or gtfo!) computer config wars level inanity is not good Bob.

Comment https://news.ycombinator.com/item?id=49411243 by @dabedee is dead from downvoting but shouldn't be.

Isn’t education often a you-can-lead-a-horse-to-water-but-you-can't-make-it-drink problem?

Why are there people in this comment section who are just downvoting opinions that they don't agree with?

That article is spot on: we learn by doing and experience, not being told the high level outcomes (which is not without value as a guide).

Sal could not get to his cousin's house every afternoon to do math with her, so he recorded the sessions. She said she preferred the recordings, because she could rewind them and because he wasn't sitting there watching her not get it. He put them on the internet. Then he spent about fifteen years building an exercise engine, a "mastery" model, and a teacher dashboard around them, and told everyone who would listen that the point was to move the lecture out of the classroom so the classroom could be used for something better.

And the essay's premise is: this man wants your child to watch a video.

It feels weird and unfair to focus solely on Kahn here when he’s competing with some random teacher or professor’s droning, confusing, non-interactive lecture that’s less engaging and just as lacking in interactivity or application.

I also don’t think he ever purports to be “all you need” to learn.

It reminds me of the people who criticize Duolingo because you can’t actually reach perfect fluency through their app--like wasn’t it always obvious that it was never meant to be the only education you need; wasn’t it always obvious that you need to actually _speak_ a language to learn it? And yet it’s still a great app that has helped millions of people learn languages.