%% [[Designing Curricula]] tags:: #note/statement | #on/expertise | #on/learning people:: # wisdom can't be told Lon Setnik dates:: 2022-04-26 %% *Part to whole, whole to part, is how we come about able to use our knowledge.* This reminds me that [[Understanding is wise performance]]. What I mean by that is that wise performance is being able to _use_ information in a variety of contexts. Creating de novo is a way of using, integrating with previous knowledge is a kind of using, and updating previously incomplete or even incorrect models is a way of using. It's kind of like how the Bohr model provided a simplified way of looking at an atom that gave us a useful way of thinking about the different parts and how they collided with our observed view of the world. However, when we learned about electrons living in probability clouds, and the Heisenberg Uncertainty Principle, it allowed us to recognize that the simplified version of the world _needed_ to be updated to account for other physical interactions that were also observable. Move forward to Quantum Physics, and what is observed when atoms collide with enough force to break them apart, and other data that didn't have a place to live in the previous models is exposed. Then, our fundamental view of how the world is constructed is again updated to the new data. The [[scientific process]] in play in our mind. This is a philosophy that says that you have to do to understand. And fundamentally, you have to design your educational interventions for opportunities to do. So the [[Designing Curricula]] here would include the microlecture, the demonstration of the whole, the attempt at the part, then coaching, then back to the whole. We would need to identify the [[essential questions]] and the opportunities for students to ask them. why does it matter? - "Students should be assumed innocent of understanding until proven guilty." p. 247 ### What would the opposite argument be? Students often _want_ to hear from experts. Experts often _want_ to tell students. We have a strong desire to protect them from our failures. Can't we direct students to avoid our failures? Isn't that the point of being an expert? No. The time for protecting them from failure is in the [[Coaching]] of the _rehearsal_, the ungraded quiz, the simulation. The formative [[Assessing]] is the time that we can prevent them from making the mistakes. Because then the classroom/simulation is the _low stakes_ opportunity to actually do. We have then provided them a platform for participation that is free of the risk that we faced when we made our biggest mistakes. In this case they can _earn_ their wisdom without harm. %% ## Sources: [[🐓 Idea Farm/Deadfall/For myself only/Readwise/Books/Understanding by Design]] p. 246 for the quote