Strong motivation and sustained practice are powerful drivers of learning, and they help many people master complex skills. However, I do not fully agree that motivation and practice alone let learners acquire everything experts teach, because expert teaching transmits tacit knowledge that is hard to self-generate.

In particular, experts accelerate learning by structuring knowledge and correcting errors that unguided practice would otherwise reinforce. For instance, in mathematics or medicine, misconceptions compound quickly, so a skilled expert sequences concepts and diagnoses misunderstandings that motivation cannot fix. Moreover, targeted feedback from a teacher in the classroom saves time and raises accuracy, an outcome that dedication and practice alone cannot guarantee.

Admittedly, autonomous people can reach high competence through deliberate practice, abundant resources, and genuine dedication to learning. Furthermore, online courses allow motivated learners to progress rapidly, particularly in technical domains where practice matters most. Nevertheless, experts also model professional judgement and ethical boundaries through classroom discussion, elements rarely explicit in self-study materials. Consequently, expert teaching cultivates judgement alongside skills, which pure motivation and practice struggle to replicate for most people.

In conclusion, motivation and practice are necessary for deep learning, but they are not sufficient to replace the full value of expert teaching. Therefore, independent practice should complement, rather than replace, the expert instruction that people receive from a dedicated teacher in the classroom.