No environment can strongly affect a person unless it is strongly interactive. To be interactive, the environment must be responsive. That is, it must provide relevant feedback to the learner. For the feedback to be relevant, it must meet the learner where he is, then program (change in appropriate steps at appropriate times) as he changes. The learner changes (that is, is educated) through his responses to the environment.
The student becomes a participant in their own growth, is changed by their environment, and in turn, changes it.
the first stage of flow is struggle, as we get physically, mentally, and emotionally situated to the task at hand. And this doesn’t get any faster over time. We have to go through it every time we switch contexts.
The fragility of “single-piece flow” is its most important feature: by preventing extra resources from “flowing around” the problem, it forces everyone to improve the consistency and reliability of all parts of the process. And quality is improved as a byproduct. The system is designed to break in ways that surface the most useful lessons for improvement. The point of idealized goals like “zero waste” is not to obtain an outcome (which is literally impossible), but to create momentum in a direction that is likely to lead to lots of informative failures.