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The overwhelming bulk of our personal growth happens in open environments, without constraints or schedules, and often without guidance.

Scholarly research on implicit learning and anecdotal studies of self-taught experts (musicians, chefs, athletes, and more) speak to the power of unstructured study.

In truth, courses are not how we organize learning; they are how we organize assessment.

what are the alternatives?

Perhaps schools would do well to offer up learning experiences rather than formalized courses in all grades

Schools can honor learning opportunities that exist outside of traditional coursework.

Schools can look for ways to decouple reporting on student performance from arbitrary time frames.

how can we create space for students who need more time to consolidate their learning, to master a curriculum or set of skills?

Administration and faculty should be willing to acknowledge that courses offer venues for intellectual and personal growth but do not have a monopoly on it.