I don't think so. There are many objections to methods of making learning "easier" and the invalidity of one does not imply the invalidity of all of them.
We've also seen the effects of LLMs on learning, at least when used instinctively by students. An entire generation of students seems to have atrophied their critical thinking skills this way. Talk to 21-year-olds today and you'll see what I mean.
>There are many objections to methods of making learning "easier" and the invalidity of one does not imply the invalidity of all of them.
I am pointing out a pattern of technological hubris stretching thousands of years.
>An entire generation of students seems to have atrophied their critical thinking skills this way. Talk to 21-year-olds today and you'll see what I mean.
Ah, yes, the old "kids these days" routine... quite fond of it myself sometimes. But I find myself benefitted when I take care to learn from the young.
"For the correct analogy for the mind is not a vessel that needs filling, but wood that needs igniting - no more - and then it motivates one towards originality and instils the desire for truth. Suppose someone were to go and ask his neighbours for fire and find a substantial blaze there, and just stay there continually warming himself: that is no different from someone who goes to someone else to get some of his rationality, and fails to realize that he ought to ignite his innate flame, his own intellect, but is happy to sit entranced by the lecture, and the words trigger only associative thinking and bring, as it were, only a flush to his cheeks and a glow to his limbs; but he has not dispelled or dispersed, in the warm light of philosophy, the internal dank gloom of his mind."
"For this invention will produce forgetfulness in the minds of those who learn to use it, because they will not practice their memory.“
-Socrates, on writing. From Phaedrus
Secondary source: https://www.historyofinformation.com/detail.php?id=3439