2snakes

They’re going to become sysadmins imho

Doctorow talks about this dynamic in his book about reverse centaurism. It is a “growth story” for investors.

Well it does in the past with forcing formal methods to brute force learning and break down to buttress intuition.

Not all students have digital hygiene skills for attentional control, info addiction, and info overload with respect to cognitive load theory and long term potentiation. Maybe there could be a guiding prompt controlled by teacher to level set. Going to need a lot more sensemaking and critical thinking now that education possibly doesn’t need brute force formal methods. I do think writing should be for humans and reading for machines, relatively, as a rule of thumb.

In the past there was too much activation energy to point out flaws in other’s reasoning. This is a natural response to slop cannons even prellms with misinformation shared.

Math culture optimized for thinking skills of proof-based understanding. Funding and education partly determined too. 3blue1brown did an analysis recently.

We live not to have a good time, but to make the times good.

Human Technology appears to use different principles than nature oftentimes

Proofs and refutations by laktos Basic mathematics by lang Mathematics for nonmathematician Hail mary andy weil Just picked up player piano linked here

There was a ntsc or pal version of children of dune at one point but it was region locked so I never saw it

I should call my dev machine the Fly Machine too

There certainly are numerous factors claimed. I believe cognition happens from distinguishing reality and people can always learn better how to do this.

I haven't talked to a child educational psychologist lately (I imagine that would be quite renewing to spend some time in a kindergarten even if only virtually, don't you?), but I don't think biological claims about elite abstraction is the only way when it comes to explaining more and more with less and less for mathematical education. For example, non-symbolic distinction and indication operations are far more fundamental than symbolic manipulation, and using that is a bottoms-up foundation more in keeping with constructivist understanding exhibited by math exemplars.

Cognitive disparity is because of compounding investment of attention and metacognition in development, preferably in a self-referential non-symbolic universal way because intuition is partly based on sensual metaphors and embodied cognition. Everyone has issues distinguishing ungrounded concepts if they don't have a map of them from their attention previously..

Mental rigidity (aka "fragile perfects") is a fairly common phenomenon for math anxiety, whereas Grothendieck advised uninhibited playfulness to deal with uncertainty. The perceived difficulty of mathematics is a social phenomenon rather than organic comprehension limits on abstraction ceiling.

It is the social aspect of math that is the superintelligent part of it, which transcends the genetic determinist perspective. Civilization advances because education transforms the breakthroughs of genius (which all children have ultimate capability for) into the baseline intuition of the rising children by sharpening their attention. Math is supposed to be a democratization of human understanding, that's why the Greeks were so keen on deduction and why proofs are for systematic communication. If a stupid-ass computer can do math, so can any human being.

But everyone is as a kid when they learn language and everything else. Some people retain that level of watching, listening, and babbling (hacking) when they don't know what to do. So the task is just to get people back into that mindset. Innate intelligence isn't necessarily only symbolic manipulation (analytical), it also is experiential/creative and practical per Sternberg.

Symbolic manipulation relationship with narrative selection for transformational bridges of understanding.