When we actually start to look at the fundamentals, it seems children learn by exploring—by experimenting, playing, drawing inferences—and there’s every reason to believe the same is true for adults. The really remarkable discovery we’ve made is that that kind of exploratory learning isn’t just the purview of scientists but seems to be very, very basic. We all have the capacity to function the way scientists do. The other kind of learning that we see, not so much in preschoolers but in school-age children, is what I call guided apprenticeship learning, where you’re not just exploring and finding out new things but learning to perform a skill particularly well. A person who’s learning that way will imitate what an expert does, then modify what they’re doing based on feedback. That’s the way you learn how to dance, play a musical instrument, learn a sport. We have reason to believe that’s something that kicks in and becomes particularly important in adolescence, when people are learning specific skills. So the point I would make is that if you look at the way we do a lot of undergraduate teaching, and I’m including myself in here, we don’t really do either of those things. There’s not exploratory learning, there’s not guided apprenticeship. An awful lot of undergraduate teaching still has this model of lecturers who get up and try to be entertaining and talk about whatever they’re doing, and students who sit in a lecture hall and take notes.