I'm confused about your objection to feedback during the early stages of a process. Later stages tend to be less about fundamentals and strategie, and focus mor

I'm confused about your objection to feedback during the early stages of a process. Later stages tend to be less about fundamentals and strategie, and focus more on technicalities and detail. Surely late stage would suffer more from the 'sunk cost' bias and be reluctant to change course? As for 'evidence', the presented framework, objectives and tactics come straight out of postmodern curriculum theorist literature. They would see nothing controversial in the above. You could argue that the proposed drafts do not intentionally align with the presented ideological framework, but are merely accidentally aligned or enabeling. Not sure that would make it better.