Conversation

To a first approximation, if you ever read a piece that argues for deliberate practice without mention of how difficult it is to actually put DP to practice in most domains, you’re probably dealing with someone who has never tried.
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Deliberate practice is a specific, technical term that refers to a particular kind of practice. It is very effective, but: - requires a coach - who focuses you on specific sub-skills - with good feedback - therefore only possible in a domain with sufficient pedagogical history
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If the domain you are in doesn’t have sufficient pedagogical development, then DP isn’t possible (at least, according to Ericsson’s definition) because it is unclear what the sub-skills are, or how best to teach them!
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So the irony is that if you want to use DP in your (under-developed) domain, you first have to learn the skill of identifying good subskills! Unfortunately, this skill ALSO isn’t amenable to DP!
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This paradox lies at the heart of why DP is so difficult to put to practice. That isn't to say that there aren't people who have tried, and have had some success. Max Deutsch is interesting to me because he's had some success with coming up with DP programs from scratch.
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To my knowledge, Deutsch's ability to identify sub-skills and quickly iterate until he finds a workable DP approach is a tacit skill. He has never successfully explicated it. Which is why I find his write-ups so fascinating, because he describes HOW he comes up with his programs.
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But how do you identify the right sub-skills to focus on? Or the best practice activities for each sub skill? You need more than DP to do DP properly.
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