I enjoyed speaking with @EconTalker about the piece @michael_nielsen and I wrote last year about progress in science: http://www.econtalk.org/patrick-collison-on-innovation-and-scientific-progress/ …. (Article: https://www.theatlantic.com/science/archive/2018/11/diminishing-returns-science/575665/ ….)
"The trouble is that, in obedience to a stern tradition, almost nothing of this appears in writing, and preciously little even in oral communication." (2/2)
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The very best students eventually supply for themselves the crucial investigative heuristics and inspirations denied them by the present system of scientific education. But this perverse need to reinvent the wheel discourages many, and delays those it does not discourage.
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All of which, of course, brings us back to transmission fidelity, and to the profoundly suggestive (and even ominous) work of Laland and Lewis. As a class, scientists are grossly undervaluing pedagogy, and failing to share what they privately value most. The damage done is vast.
End of conversation
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