"New takes on old ideas can be super powerful. So can combining disparate ideas, along with a bit of self-imposed naiveté and "learn for myself". If everyone threw up their hands and said "nothing is new" there would be no innovation."
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The trouble with principles is 1) they can't be taught, 2) experienced people hold them over people's head, 3) ppl overestimate how principled they are, lol
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agree with 2 and 3 though it sounds like the trouble lies with people, not principles
even the first point is mostly an indictment of the teacher, not the subject
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they are exceedingly difficult to teach as pure principles ... (but also possible to teach as heuristics using scenario based training...but in that case you aren't teaching principles anymore)
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it’s indeed difficult to teach them to people who struggle with abstract thinking or have low operating range.
methods & principles have to be taught together - can’t understand ‘shape’ w/o ‘square’, ‘circle’, etc
in our professional this stuff must all be taught on the court
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I disagree that it is only people who struggle with abstract thinking or low operating range
if you look at how, for example, the military teaches top performers *new* skills ... it is largely through repetition and scenarios
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the military is an active influence of mine for pedagogical design, particularly the research they do to design the training you speak of
so i’m curious, how do you supposed they arrive at which scenarios to train and how many repetitions to do?
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thinking about 's
medium.com/agileinsider/d
and 's work and this
commoncog.com/blog/the-princ
Maybe he can share the post with you
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i'm happy to send you a PDF of that article , but I think the best summary to your question is this book:
