The linked post made me reflect on things I've learned in classes that haven't really stuck, and made me wonder if there are rough stages of learning like
1. awareness of topics
2. thinking about problems using conceptual objects (they got here)
3. applying 2. to practice / toy problems
4. applying 3. to real world problems
I was looking at a picture of a car with those shiny reflections all over it and it reminded me of the computer graphics class I took that spent a bunch of time on B-splines. The rules and details of the different ways of modeling curves are all gone, but I remember that they were thinking about how many derivatives you could take for a curve to still be continuous. (E.g., important for shiny car exteriors.) This is a helpful level 2, so now I can use that as a way of thinking, and know where to look if I actually have to care about the quality of a curvy surface.
It's probably not realistic to maintain levels 3 or 4 if you're not using it in daily life. So it's actually a good muta-learning skill to not learn or just forget it.
In professional environments I've organized learning groups with other motivated people, but, like you, I suspect it would be ruined if institutionalized because a bean-counter somewhere up the chain would need to measure impact to justify cost. Maybe the fact that unmotivated people won't do it in the first place means it just sort of works.
The linked post made me reflect on things I've learned in classes that haven't really stuck, and made me wonder if there are rough stages of learning like 1. awareness of topics 2. thinking about problems using conceptual objects (they got here) 3. applying 2. to practice / toy problems 4. applying 3. to real world problems
I was looking at a picture of a car with those shiny reflections all over it and it reminded me of the computer graphics class I took that spent a bunch of time on B-splines. The rules and details of the different ways of modeling curves are all gone, but I remember that they were thinking about how many derivatives you could take for a curve to still be continuous. (E.g., important for shiny car exteriors.) This is a helpful level 2, so now I can use that as a way of thinking, and know where to look if I actually have to care about the quality of a curvy surface.
It's probably not realistic to maintain levels 3 or 4 if you're not using it in daily life. So it's actually a good muta-learning skill to not learn or just forget it.
In professional environments I've organized learning groups with other motivated people, but, like you, I suspect it would be ruined if institutionalized because a bean-counter somewhere up the chain would need to measure impact to justify cost. Maybe the fact that unmotivated people won't do it in the first place means it just sort of works.