It’s really interesting to see the evolution of Hacker News comments over time.
My article on tacit knowledge is on the front page of HN again. The last time it was on the front page, a good chunk of the comments argued that tacit knowledge didn’t exist.
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Now they mostly argue that deliberate practice is a completely orthogonal thing that leads to tacit knowledge. (Accurate, but misses the point!)
Perhaps tacit knowledge is now more palatable to the HN commentari?
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Altogether now: if 👏 you 👏 don’t 👏 have 👏 good 👏 pedagogical 👏 development 👏 in 👏 your 👏 field 👏 you 👏 can’t 👏 do 👏 deliberate 👏 practice!
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How would you definite pedagogical development here? Could you give examples of fields either side of the “good” boundary?
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Some old tweets:
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My old post on The Problems with Deliberate Practice is on the front page of Hacker News.
I wrote a comment that I think sums up my experience with Deliberate Practice pretty well: news.ycombinator.com/item?id=284551
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So you can’t do deliberate practice in fields without pedagogical development bc you can’t identify what to practice deliberately? Could end up drilling actions that are all noise and no signal
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It seems like there are a lot of fields where the “greats” applied pedagogical development on themselves to then do deliberate practice.
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This is accurate!
What I’m still trying to figure out is if there’s a body of work around pedagogical development. I can’t find any right now.
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Have you read how to solve it by Polya? Seminal text on math pedagogy. I’d say closest thing I’ve read to a “theory of pedagogy”, at least for math/logic/theoretical physics
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