To Gradually Release...or Not?

I’ve been thinking a lot lately about the question of whether or not the Gradual Release of Responsibility instructional model is an authentic model for classroom learning, or if by its very nature it imposes inequality and limitations upon the educational process.
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As is typical, I think my current reactions come back to the question of balance–everything in moderation. I wonder also if GRR might be a model better utilized for procedural or technical tasks, ones with distinct pathways to success that would only be unnecessarily convoluted by spending precious time in exploration. On the other hand, I wonder if thinking about educational inquiries with multiple pathways towards success, completion, enlightenment, critical thinking, etc. would be better enhanced through models that thrive on student choice and direction… More questions to ponder in navigating the tightrope between academia and the “real world.”