So here’s my one small idea: I’d begin to teach iteration. Iteration as a subject, equivalent to math, science, history, language, art, music, etc. How do you make something better over time? How do you return to something that you’ve done and see it with fresh eyes? How do you apply new perspective to an old problem? Where do you find that new perspective? What trails do you follow and which do you ignore? How do you smash the familiar and reassemble something new from the same pieces?
Once you’re done with school, and cast out into the world, your job is likely to involve iteration. No matter what you’re doing, you’re probably going to have to do something over. And often times again and again. You rarely simply deliver something and move on. You’re asked to refactor, to build on it, to “make it better”.
Jason Fried
I’m not sure about teaching iteration as a subject in itself, but it should definitely be a part of every class. Speaking for myself, the main difficulty in teaching iteration is giving students specific, insightful feedback. In the real world, your work will be evaluated by your boss, your family, your customers, the world at large. If you don’t do a good job, you’re forced to try again and do better. In school, you’re lucky if your teacher looks at your work with anything more than a passing glance.
Christian Leithart 