I assume the examples motivate the insight here. I’d draw a slightly different insight from those examples.
The thing is, all the examples are applications of the area of expertise. To be a better athlete, you don’t become a physicist, you use physics. The difference between a physics-savvy athlete and an unathletic physicist isn’t just physical activity. The athlete is a consumer, not a producer. Going back to school to get a degree in physics might indeed make him worse at sports—but reading about biomechanics won’t. The lesson isn’t that adults should learn everything, but that a targeted application of an art/science/skill can be useful even when learning the whole art/science/skill is impractical.
I agree, and it’s in the first of my first 3 points:
As well, they probably learned it without the explicit intention to apply it to «domain». For those people, the task now analogous to learning it is decompartmentalizing it.
In retrospect, that should have been its own bullet.
I assume the examples motivate the insight here. I’d draw a slightly different insight from those examples.
The thing is, all the examples are applications of the area of expertise. To be a better athlete, you don’t become a physicist, you use physics. The difference between a physics-savvy athlete and an unathletic physicist isn’t just physical activity. The athlete is a consumer, not a producer. Going back to school to get a degree in physics might indeed make him worse at sports—but reading about biomechanics won’t. The lesson isn’t that adults should learn everything, but that a targeted application of an art/science/skill can be useful even when learning the whole art/science/skill is impractical.
I agree, and it’s in the first of my first 3 points:
In retrospect, that should have been its own bullet.