What are you especially sensitive to, the way the princess was sensitive to the pea?
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i’ll admit i had two people in mind with this question. one is
@zooko, who seems especially sensitive to censorship, broadly construed — i.e., people monkeying with his information feeds. true/false/maybe?2 replies 1 retweet 15 likesShow this thread -
the other is
@webdevMason, who seems to have a heightened sensitivity to children’s growing minds (in some way that i’d love to hear her try to put into words)2 replies 0 retweets 26 likesShow this thread -
Replying to @KevinSimler
I really see what we're doing to most kids in school as equivalent to a nonsurgical lobotomy — I think it likely damages cognition, attention & motivation. But my *VISCERAL HORROR* is that I believe it may make them less themselves, less of whatever we mean when we say "person."
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Replying to @webdevMason
Thanks, that’s exactly the kind of thing I wanted to hear from you. The second sentence surprises me... suggests I have a blunted sensitivity to it =/
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Replying to @KevinSimler
Concrete examples of second sentence things: - Losing the ability to consciously notice something is confusing rather than just "hard" - Losing the ability to consciously notice something is interesting to you - Developing a general aversion to or inability to focus while reading
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Replying to @webdevMason @KevinSimler
Can you give some concrete examples of the first one?
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Replying to @james_barton @KevinSimler
- Losing the capacity for/developing an aversion to non-procedural problem-solving - Losing the ability to enter/maintain flow states (due to frequent forceful disruptions) - Erosion of internal motivation to external systems, e.g. tokens or gold stars
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To clarify the first one: kids trained to expect that (1) every problem has a correct answer or a known set of correct answers + (2) the adults know what it is (and how to correctly find it) tend to become very anxious about reasoning from first principles or experimenting freely
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There's another important loss when kids become procedural worksheet-fillers and discrete task-doers: they never develop intuitions for what sometimes works, what might have worked, what deceptively *seems* to work — and consequently, they never really build out a model
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For example, a "good" student might well be able to solve a sheet of square root equations *and* give a perfectly reasonable description of what a square root is **without** being able to tell you why such a thing is called a SQUARE root.
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...it may never even occur to such a child to make the obvious connection to the square shape. To her, squares and square roots are about multiplying and 2s and lines over numbers. What would that have to do with a square?
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I've been reminded how interesting I find thinking about children and education.0 replies 0 retweets 0 likes
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