Education isn’t working

Summary

The essay distinguishes productive work from the practice needed to become an expert.

Christodoulou supports workplace AI use but rejects copying expert workflows as a default pedagogy. Experts’ quick checks draw on accumulated knowledge that novices have yet to develop.

Her argument asks which independent capabilities must precede collaboration with AI. It challenges curricula organized around producing polished outputs rather than deliberately building expertise.

The author operates an AI assessment business.