Teaching in context works, or why the best learning is when you think you aren't being taught

The evolution of spell-checking technology tells us something profound about how we might transform education. In the past, spell-checkers simply underlined errors in red, offering corrections through a right-click menu. While some users might have learned from this process, most simply clicked and moved on, treating it as a tool for correction rather than learning. Today's systems offer auto-suggestions and quick completions – more efficient, perhaps, but still prioritizing convenience over education. THE POWER OF CONTEXT Imagine a future where these tools adapt to individual learning patterns, understanding context and adjusting their assistance accordingly. This shift from assistive technology to educational technology mirrors the difference between handing someone a calculator and teaching them mathematics. It's not just about getting the right answer; it's about building understanding through context. This context-dependent learning reflects a deeper truth about education: genuine problem-solving requires understanding the broader picture. Just as machine learning models need context to suggest appropriate words, students need meaningful connections to truly grasp concepts. Yet our current educational system often fails to provide these connections, leaving students with abstract knowledge they struggle to apply. THE HIDDEN CRISIS IN TEACHING The challenges run deeper than just teaching methods. Consider the experience of a science and math teacher who recently switched to tutoring because the baseline noise level in a classroom of 20-30 students made teaching nearly impossible. This isn't an isolated incident - many talented educators struggle with large group instruction, finding it akin to public speaking. For teachers sensitive to such environments, traditional classrooms become almost untenable, leading to inevitable burnout or exit from the profession. As we face a growing teacher shortage, we must acknowledge that our current system isn't designed to address these fundamental problems. Consider Thomas Edison, labeled as 'addled' by his teachers, who ultimately thrived through home schooling. Today, we face a serious deficit in creativity - not just artistic expression, but the broader ability to create, whether that's writing books, developing applications, building rockets, or composing music. Humans can either consume or create, and everything we consume was once someone's creation. REIMAGINING EDUCATION A solution might lie in radically rethinking how we structure education. Imagine a system where students who demonstrate active creation in any field receive significant flexibility in their traditional schooling. This isn't just about reducing classroom time; it's about rewarding creative engagement that exercises the mind in meaningful ways. This new framework would also bring back teachers who left due to environmental stress, placing them in smaller classes of around six students. In these intimate settings, education becomes truly contextual. A student building bottle rockets in their creative time can bring that passion to math class, where the entire group might work on calculating flight trajectories. THE PATH FORWARD Implementation would require dynamic testing methods, likely powered by AI and language models, to assess learning in ways that reflect individual paths while maintaining measurable standards. While this vision might seem utopian, the best problem-solving often starts with imagining an ideal end state, then working backward to determine practical steps. This isn't just about teaching differently - it's about creating an environment where learning happens naturally, where creation is celebrated, and where both students and teachers can thrive within their natural tendencies rather than fighting against them. The key elements for success include: • Creating spaces where teachers can work within their natural strengths, not against them • Enabling students to learn through their interests and creative pursuits • Maintaining small class sizes that allow for true contextual learning • Using technology to support and enhance learning, not just to correct mistakes The path forward requires pragmatic choices about what we can implement now and what must wait. But the core vision remains: an educational system that serves both students and teachers while preparing learners for real-world creation and problem-solving.