I agree that pedagogy should be flexible. Not be static/constant, but, rather, a relationship that reacts to inputs from students; changing dynamically to suit

I agree that pedagogy should be flexible. Not be static/constant, but, rather, a relationship that reacts to inputs from students; changing dynamically to suit the student's needs. It'd be a great thing if people could build up a strong intuition about how their problems react to change over time, in order to maximize the value they get over time.. if only they had been taught a non-useless model for predicting how things change.. ;) More seriously: in an abstract sense, "when are we going to use this?" is a totally valid question - but most solutions are probably about changing the "this" in question, rather than getting the students to practice the act of recognizing in real life what they're being fed at school. Maybe recognizing applicability itself is a higher priority skill than whichever skill is being taught.