he English education does notencourage learners to think. They are generally told toreproduce the ideas of others, and, unless the questioncomes straight out of the Text-book, they often findthemselves quite unable to answer it.
This statement follows the broad thesis that imitation is far easier than innovation.
The lesson surely is that to emphasise, in this way, anIdea which is felt to be important, is not an automaticprocess to most people ; it is not done instinctively, andby the light of nature. They may feel that the Ideaought to be Emphasised, but they do not know themeans.
They haveto move step by step and with effort over the groundwhich the genius covers with a flying leap.
ducational technologies have pedagogies hard-coded into them in advance
Sometimes, this is explicit.