Reminds me of a floating point number. The bigger or smaller they get, the less accurate they become.
If you're chunking on a ton of data and tasks, you're getting less out of it. At a certain point, none of it even seems to enter your brain at all.
I also remember not being explicitly taught that.
It sort of seems like trying to find enlightenment by chopping wood and carrying water at a monastery.
If critical thinking is something that spontaneously emerges in a learning environment, maybe we shouldn’t sell it as a benefit. “Some students experience deep insight into the nature of the mind. Results not typical.”