Re:Creativity fundamentally comes from memorization
by zharknado on Wednesday July 31, 2024 @02:14PM
(#41121697)
Perhaps I worded it too emotionally. I mean that experts struggle to remember what it was like before they understood something. It’s very common for experts to ask novices to make leaps that they aren’t capable of making, because they seem natural or obvious from an expert POV.
I’m all for hard work; learning is usually very hard work. I also think we need expert guidance.
But let’s make the difficulty useful/effective rather than counterproductive.
Re:Creativity fundamentally comes from memorization
by lovethevoid on Wednesday July 31, 2024 @12:30PM
(#41120665)
This attitude seems unrelated to the topic at hand quite frankly. Experts suck at empathizing with learners not because of this spite, but often because it's actually quite difficult to switch gears in language and understanding. It's a completely different way of sharing knowledge, where you have to explicitly express things that are just assumed shared understanding among colleagues.
Also, to answer your questions in a very simple way: the entire reason you even became an expert is because another expert somewhere along the way gave you an easy in to the knowledge, they coddled you. This is why you can "stare at a compiler error for a few hours before figuring out what's broken". Without that expert, you wouldn't even understand what a compiler even is.
Or maybe we just don't want to coddle them. When has learning anything been easy, and why do you expect people to be able to acquire new knowledge and skills without putting in the effort? It shouldn't be grueling, not for its own sake, but yeah, you might have to stare at a compiler error for a few hours or even a few days before you figure out what's broken. Truly, how else are you supposed to learn if you don't, eventually, do it yourself?
I'm so sick of this anti-expert, anti-knowledge attitude. It's why we have bootcamp juniors being thrown into otherwise-senior roles, with laughably predictable consequences for the field.