you should aid their growth, rather than trying to control it, and know that teaching is much more than just communicating facts.
Models are more meta than isolated facts. Creating models is more meta than memorizing them. (More meta can be an overkill if you just need to do something once, but can be a great investment in long term.)
In pedagogy: associationism vs constructivism. More generally: teaching to the test vs genuine curiosity. The paradox is that teaching to the test is known to produce bad results (even measured by the tests), but understanding how things work sometimes allows you to pass even difficult tests almost magically (from the perspective of those who don’t bother to understand).
Models are more meta than isolated facts. Creating models is more meta than memorizing them. (More meta can be an overkill if you just need to do something once, but can be a great investment in long term.)
In pedagogy: associationism vs constructivism. More generally: teaching to the test vs genuine curiosity. The paradox is that teaching to the test is known to produce bad results (even measured by the tests), but understanding how things work sometimes allows you to pass even difficult tests almost magically (from the perspective of those who don’t bother to understand).