And this is always my question: "... because the genie, used well, accelerates learning." Does it though?

How are we defining "learning" here? The example I like to use is that a student who "learns" what a square root is, can calculate the square root of a number on a simple 4 function calculator (x, ÷, +, -) if iteratively. Whereas the student who "learns" that the √ key gives them the square root, is "stuck" when presented with a 4 function calculator. So did they 'learn' faster when the "genie" surfaced a key that gave them the answer? Or did they just become more dependent on the "genie" to do the work required of them?

Some random musings this reminded me of.

I graduated HS in mid 2000s and didn't start using a calculator for math classes until basically a junior in college. I would do every calculation by hand, on paper. I benefited from a great math teacher early on that taught me how to properly lay out my calculations and solutions on paper. I've had tests I've turned in where I spent more paper on a single question than others did on the entire test.

It really helped my understanding of numbers and how they interacted, and helped teachers/professors narrow down on my misunderstandings.

You still need to be curious. I learn a ton by asking questions of the LLMs when I see new things. “Explain this to me - I get X but why did you do Y?”

It’s diamond age and a half - you just need to continue to be curious and perhaps slow your shipping speed sometimes to make sure you budget time for learning as well.