Posted by Brajeshwar 5 hours ago
https://www.justinmath.com/books/ (scroll for the second one)
He is a math guy, who worked in Wall Street and then left and now works on math academy buidling models to improve learning.
It's great, well researched and practical book. However, it's not easy at all. Go check it out. It's free and he has published google docs version.
0 https://docs.google.com/document/u/0/d/17qFY5w9uEWL4VVyJSTEm...
File > Download > epub
-- from "The Humanity of Muad'Dib" by the Princess Irulan
https://classicsofsciencefiction.com/2024/04/05/profession-b...
https://slatestarcodex.com/2017/11/09/ars-longa-vita-brevis/
> “Not infinite. Architects. Teachers. Teachers of teachers, but the art of teaching teaching is much the same as the art of teaching. Three levels is enough. Though the levels have to mix. The teacher who trains the next architect must be a master both of teaching and of architecture. I will spare you the math, but one needs a series of teachers at different points on the teaching-skill/architecture-skill tradeoff-curve. One will be a master teacher who has devoted decades to learning the textbook-writing skill, and who can write a brilliant Introduction To Architecture textbook that makes the first ten years of architecture ability seem perfectly natural and easy to master. Another will be a mediocre teacher who knows enough advanced architecture to write a passable textbook on the subject. Still another will do nothing but study pure Teaching itself, in the hopes that he can one day pass on this knowledge to others who will use it to write architecture textbooks.
My computer engineering professors also emphasized user centered design. For one of Google's top scientists to bring this up is an admission that they won't, or can't, design a good user experience for their tools.
Same goes for user-centered design. Trying to make something user-friendly is one thing, successfully doing it is another. Large organizations are especially poor at user-friendly design because the underlying structures which support that goal don't exist. Organizational science is still in its infancy.
Everything you see of its character, including emphasizing tests and practice, follows from that. Talking about good UX is miles away.
I mean, we had five years of English classes in high school, and by the end of high school, less than five out of 30 people in my cohort were able to string a couple of sentences together in English. And my class was made up of serious, studious young people. It seems to me that the time was not well spent, but did the teacher, a caring and generally competent person, reflect on the poor results? I highly doubt it.
The issue with "learning to learn" is that it does not include the foundational skill of "how to communicate". Far too often it is not a lack of desire to learn, it is the inability to communicate what one is trying to learn. When seeking help, not only does the seeker have difficulty expressing their situation, those trying to help are not taught how to listen and will offer solutions to an issue only starting to be explained. This difficulty is then compounded by self conversation bias that negatively spins against the person seeking. That is two very high hurdles: negative self bias, and inarticulate communications while seeking guidance.
It always surprises and saddens me that, despite having been an excellent student throughout my years of education, I remember practically nothing about 90% of the subjects I studied.
I did not find it to be true almost at all, and I tested many other people on it. When I voiced my concerns, the usual answer was, "Yes, but when you pick up a book, you will remember". And then I asked, "Try it", and the subsequent answer was, "I have to admit you are right".
The "re-absorption speed" is heavily confounded by general IQ and the kind of cognitive stimulation one receives in daily life, but the original learnings are mostly gone. Among other things, this is why retrieval practice is important: it slows down the "forgetting rate".
This has been the case for literally my entire career and I assume most of the professional world for the last half century.
Technology is continually reshaping industries and while many eschew learning and adopting, those who embrace it are the ones who succeed best IME.
I said it already in a reply to GP, but I'm going to say it again: I stopped caring about what people list on their resumes, your work history and education don't matter to me. I'd rather hire a hungry junior that finished a bootcamp, that has a drive and ability to absorb new things and adapt to changing environments, over somebody who's got 10 years of experience and can't do shit outside of their comfort zone.
The number of people who aren't able to learn and adapt to changing times, new tools, new ways of working, etc. is shocking.
I can teach somebody who finished a 6-month coding bootcamp Go, all the internal tooling, go over the business with them, etc. if they have these skills and end up with a productive mid-level engineer who gets shit done in a few years. What I can't teach is the drive and ability to learn, that's a much longer process and if you don't already have it then I'm not prepared to develop it.
Hell, outside of looking for signs of obvious bullshit I stopped giving a shit about resumes. Your work history does me no good, your education doesn't matter to me, and your references are useless beyond making sure you aren't straight up lying to me about your employment history. Every single time I have hired somebody who has 5 years of "experience" working with technologies I bullet pointed on a JD they ended up fumbling the moment they had to do something new. Doing leetcode, pair programming sessions, take-home assignments, whiteboarding system designs, etc. for SWE positions did nothing to really improve this; for SRE/DevOps roles I tried trivia questions (how are containers implemented - like what kernel technologies do they use and what do they do, how would you go about investigating why a service is consuming 100% CPU time), throwing them at broken VM's and more take-home assignments.
AI tools only make this skillset more important - I can throw Junie, Claude Code, or Copilot and small task and end up with...an implementation. But they still fuck up, constantly, and yet again, anything that's not already been done, regularly, requires a lot of guidance from an engineer in the loop. And with the god damned death of the web thanks to AI slop being posted anywhere, the ability to find answers and reason through problems is only going to become more important when these tools fail miserably for the third time in a row.
While we understand the importance of warming up for physical activity and recognize the need for a certain aptitude for running, weightlifting, or boxing, when it comes to more intellectual activities, we often leave things to chance: sometimes we are more alert and receptive, while at other times we are less so.
Over the years, I have found enormous benefit in practicing autogenic training, a more Western and scientific version of meditative practices that today seem to arouse the interest of those who deal with these things. I am mentally more alert, more receptive, and learning, which is always challenging, is faster.
Do you have any tips for learning more and getting started? I have searched a bit, but always appreciate anecdotes of those that have found success enough to speak about it.
Originally, it had to be taught by MDs, according to Dr. Schultz--the inventor of the method--and his followers, but that ship has long sailed.
It is fairly easy to find a copy of Karl Rosa's book “Autogenic Training”, a good starting point, and Luthe's in-depth multi-volume analysis of autogenic training, though I would only recommend the latter to the most avid enthusiasts.
Jokes aside I'm really into learning science and make youtube videos covering learning and learning papers + an ipad app. I keep a running list of my favorite learn-to-learn resources here:
https://www.ahmni.app/blog/learn-to-learn-resource-list
If I had to recommend only one resource it would be: The ABCs of How We Learn: 26 Scientifically Proven Approaches, How They Work, and When to Use Them by Schwartz
In practice, the problem you run into, even with intrinsically motivated learners, is that they will not use the active learning techniques they are studying. Often times they will revert back to rote memorization, highlighting, re-reading, copying notes, cramming, etc rather than use the things they are learning about learning to learn the subject of learning itself.
I think you have to start with:
1) Teaching learning in the first place. No one teaches learning how to learn, so we should just start there. We already have captive audiences in the form of schools, we just put the cart before the horse and teach subjects and hope the skill of learning emerges. This is poor pedagogy.
2) Work with the students and ensure that they are actually using the learning techniques they are being taught on the subject of learning itself. This is the only way I've seen it work.
If you try to learn how to learn using passive learning techniques, you won't learn the subject of learning, which is what I think OP was referring to. People who do not know how to learn use passive learning techniques which results in rapid forgetting. They have to use the active learning techniques they are learning on the subject of learning itself.
** "in my opinion" is always implied, unless a source is given **
Reading about airline crashes has radically changed how I view blame.
The way I was raised and the choices I made as an adult have given me a relatively rare point of view: people are made of humans, and humans are made of animals, and animals have limited capabilities.
I can explain someone's actions, or I can excuse someone's actions, and the difference is largely in the mind of the beholder.
Social punishment is micro and macro. On the macro it looks like shared morality and it feels like safety. On the micro it looks like emotional invalidation and it feels like danger and isolation.
Best bit of career advice I ever got, back in the 90s: "Get really good at the help system".
(At the time, it was MSDN DVDs).
Trust me if google can do something anyone can. They are trying to "define" what "they" "want" from a "compliant workforce"