09/20/2026
The tasks students are given during the year—homework, essays, tests—are not the point of the instruction. These types of work have historically been a means to help build and improve upon skills, but now large language models and the long shadow of the job market have disrupted a centuries-old educational paradigm, according to Dan Rockmore, a mathematics and computer science professor at Dartmouth. “The stick is broken and the carrot has lost its taste.” His solution? Focus on how to create classrooms that make the process feel worth doing for its own sake, something akin to replicating the feeling and fulfillment that comes from exercising. Read more: https://newyorkermag.visitlink.me/0Q0_9p