Not from simply looking at the answer. From knowing the answer and reverse-engineering or understanding how to arrive at that answer in the first place. It's not always the best way of learning, but it definitely is a great way to learn if you care to actually understand why it is the answer and how you would have arrived at it.

> Your suggestion means we're no longer coddling/shielding students, but we also aren't actively helping them, are we?

My suggestion is just the former, it doesn't imply the latter.