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0 pointspurpleflashing2d ago0 comments

Well, if it’s teaching, it’s not very good then as you don’t seem to know much about your supposed students struggles with learning this concept. You only know your own.

E.g. the visualization you’re proud of — what problem does it solve for your potential learners? Do they actually have this problem? Not your assumption of the problem but you actually seeing them experiencing this problem and offering them visualization and seeing how it helps them to close the gap? If yes, why do you think your approach failed for HN audience?

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danabramov2d ago· 2 in thread

I'm saying that there's a subset of people (people like me) who find this approach enjoyable. Maybe you find it difficult to believe; that's cool. I'm not here to litigate whether these people exist. I didn't write this article for the HN audience, and I think some of the lurkers have likely found it helpful. I am offering what would have closed the gap for me. I trust my intuition on this.

purpleflashingOP2d ago

As I said in the comment above, I do enjoy it as well, what I am pushing back is calling it pedagogical approach or teaching.

If you taught, you know that you and your mind don’t matter much in the process of teaching, your student’s mind is in the center.

Talking about something based on your own experience into an abstract void and hoping that some lurker’s mental model matches yours is not a rigorous pedagogical approach.

danabramov2d ago

Ordering topics by strict topological sorting with no cyclical dependencies, ensuring that there's a consistent picture built with each step, and that this picture monotonically converges towards the correct model as you move towards the end of the article is a rigorous pedagogical approach.

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