The teacher is interpreting the information against a background of full knowledge and understanding of the concept or concepts in question, a clear picture of what comes next, and a rich history of having taught this same concept many times. The student, on the other hand, has an incomplete—and maybe inaccurate—picture of the concept, has no idea what it is leading to, and is learning it for the first time. How could the same information possibly inform them in the same way? Although the information that is flowing to the student is the same as that flowing to the teacher, the recipients of
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Epistemic
