> the concern here is that the content is accurate and correct, right?
I think there's more, we just take it for granted because it's usually included. Imagine a teacher--perhaps a whimsical one in a Roald Dahl story--who is always very accurate and correct. However, somehow they always present things in a way that cripples students' future progress and understanding.
Most human communication involves some level of simulating the mind you expect was/will-be at the other end. This aspect becomes extra-important when teaching, because teaching about trying to change how that student-mind operates.
So the facts being imparted are secondary, and in many cases carefully incorrect facts must be used before you can introduce better ones.
I think there's more, we just take it for granted because it's usually included. Imagine a teacher--perhaps a whimsical one in a Roald Dahl story--who is always very accurate and correct. However, somehow they always present things in a way that cripples students' future progress and understanding.
Most human communication involves some level of simulating the mind you expect was/will-be at the other end. This aspect becomes extra-important when teaching, because teaching about trying to change how that student-mind operates.
So the facts being imparted are secondary, and in many cases carefully incorrect facts must be used before you can introduce better ones.