<p>Jan Amos Comenius invented curricular sequentism not as a discovery about cognition but as a solution to teacher labor scarcity. His graded classroom, organized by fixed developmental sequences, made mass education economically feasible. Over time, this institutional arrangement naturalized itself as developmental truth. The paper traces this ideological transformation, drawing on Foucault's analysis of normalization and Vygotsky's critique of Piaget. Artificial intelligence is dissolving the material constraint that made sequential structures necessary. When individualized scaffolding is available at scale, the organizational rationale for lockstep curricula dissolves. The paper develops an alternative framework called anticipatory learning, drawn from Thomas Mann's fictional composer Adrian Leverkühn, who observed that children grasp sophisticated musical relationships before mastering procedural basics. Anticipatory learning inverts the epistemological order of curricular sequentism: complex engagement precedes foundational mastery, and procedural gaps fill retrospectively through motivated work. Emerging classroom studies offer preliminary support for this mechanism. The paper argues that educators now face not only technological disruption but an ideological unraveling, requiring reconstruction of assessment, curriculum, and the teacher's role under post-scarcity instructional conditions.</p>