I am one such person. I finished college at the age of 16, and I knew I was merely very good at guessing the teacher’s password. People’s remarks about my intelligence were dismissed by me internally, because I was aware of my own ignorance.
However, what you say can be difficult to apply in practice during a semester. I see formal education as a method for gathering data, which you can use for Bayesian propagation after the fact. This is why it can feel like you learn much more thinking between semesters, rather than during.
Your notion of necessity of integration is uncorrelated to outlier students. Given an outlier student, I would be surprised if active integration of textbook data was lower than given a non-outlier student. In both cases this conditional probability is, sadly, very small.
I too am very good at guessing the teachers password in addition to really learning the textbook contents. I am talking specifically about those students that do not use guessing the teacher’s password as a way to finish with honors. I always do the propagation during the learning itself and improve upon it after the fact (i’ll suddenly realize that something is off or changed days later)
I said i had a hard time explaining it and your comment makes extra clear that i failed. I will use your feedback to improve the text i have in mind.
I am one such person. I finished college at the age of 16, and I knew I was merely very good at guessing the teacher’s password. People’s remarks about my intelligence were dismissed by me internally, because I was aware of my own ignorance.
However, what you say can be difficult to apply in practice during a semester. I see formal education as a method for gathering data, which you can use for Bayesian propagation after the fact. This is why it can feel like you learn much more thinking between semesters, rather than during.
Your notion of necessity of integration is uncorrelated to outlier students. Given an outlier student, I would be surprised if active integration of textbook data was lower than given a non-outlier student. In both cases this conditional probability is, sadly, very small.
I too am very good at guessing the teachers password in addition to really learning the textbook contents. I am talking specifically about those students that do not use guessing the teacher’s password as a way to finish with honors. I always do the propagation during the learning itself and improve upon it after the fact (i’ll suddenly realize that something is off or changed days later)
I said i had a hard time explaining it and your comment makes extra clear that i failed. I will use your feedback to improve the text i have in mind.