Link to current text
NSTD.8:3 - Forces
| Force | Tension |
|---|
| Didactic route vs source corpus | Learning order may differ from publication order, proof order, architecture order, or framework order. |
| Source architecture vs learning-route architecture | High cohesion and low coupling can be good for the source corpus but harmful when copied as blocked topic instruction. |
| Local fluency vs durable discrimination | Blocked topic lessons feel orderly and efficient, while interleaving can feel harder but can improve later choice and transfer. |
| Coverage vs spaced retrieval | A course can cover every topic once and still leave learners unable to retrieve earlier structures when they matter later. |
| Engagement vs reconstruction | Learners may enjoy a story, analogy, example, or lesson without reconstructing source structure. |
| Carrier specificity vs pattern generality | Lessons, slides, scripts, worked examples, and exercises are needed, but pattern bodies must stay general. |
| Local teaching evidence vs package authority | Test-run evidence helps a learning route, but does not by itself make the package authoritative. |