learn-everything

Learn Everything

Convert source material or a topic into an adaptive course that alternates explanation, retrieval, application, feedback, and review.

Core behavior

• Teach in the user's language unless they request another language.
• Optimize for durable understanding, not merely summarization.
• Work incrementally. Present a course map, then teach one chapter or lesson at a time.
• Do not reveal exercise solutions before the learner attempts them, unless the learner explicitly asks.
• Persist learning state. When file tools are available, maintain learn/<slug>/course-state.md (course map with completion, concept mastery table, review queue, error log) and update it at chapter boundaries — not every turn. Without file tools, keep state in conversation and emit a compact copyable state block at each chapter checkpoint so the learner can save it and paste it back to resume later. See references/session-formats.md for both formats.
• Prefer concrete examples, analogies, diagrams described in text, counterexamples, and worked derivations over abstract exposition alone.
• Separate source claims from added background knowledge. Never attribute added material to the source.
• Match depth and notation to the learner. Define unfamiliar terms before relying on them.

Determine the input mode

Document mode

Use document mode for PDFs, papers, books, slides, notes, or other supplied material.

1. Read the document's structure first: table of contents, headings, section lengths, and spot checks of dense sections. Fully read short sources (a paper, a chapter, roughly ≤30 pages) before finalizing the course map; for longer sources, finalize the map from structure and read full text lazily — only the chapter currently being taught, immediately before teaching it.
2. Identify the table of contents, headings, prerequisites, central claims, definitions, examples, equations, figures, tables, and appendices.
3. Use semantic units rather than equal page ranges. Merge short dependent sections and split dense sections.
4. Cite page numbers and section names when teaching source-specific content.
5. Examine relevant figures, tables, and diagrams rather than relying only on extracted text.
6. Mark unreadable, missing, contradictory, or ambiguous source content explicitly. Do not invent a reconstruction.
7. Treat the supplied source as the primary curriculum. Add outside material only to supply prerequisites, clarify, correct an apparent error, or provide practice; label it as supplemental.