Taxonomy of Reconcilable Differences (Introduction)

Posted: March 28, 2014 in Learning, Mental Reboot, Reconcilable Differences, Teaching
Tags: , , ,

I’m going to try something a bit different.  I started a “Reconcilable Differences” blog in my usual style.  Which I would describe as a (hopefully) humorous observation about something related to learning, often inspired by something that happened in one context that shook something loose that I’ve been picking at in a different context.  Since I am doing a decent amount of breadth right now I have enough different contexts (teaching high school computer science, doing three kinds of yoga, taking several kinds of dance, learning a language, etc.) that I can generally at least keep myself interested with the combinations and juxtapositions between my activities.

However, I had a blog fail on this post.  And then another one.  And I realized that part of the problem was that I was pulling off a bigger chunk than I could handle in a single post.  And then I realized that there are several topics that are very much top of mind that I haven’t dug into since they don’t really fit into my usual format.

So I’m going to try something a bit different this time.  Oh, I already mentioned that, didn’t I?

This is the first post in a series.  I will most likely interleave other posts in my more traditional style with the series.  And if I get really ambitious I’ll start other series on some of the other subjects that I’ve been stuck on.  But I am going to try to get my words wrapped around a slightly larger idea than the ones I’ve been attacking recently.

The seed of the “Reconcilable Differences” thread was planted in computer science class recently.  We had an incident where I said something and one of the other volunteer teachers said the exact opposite a few minutes later.  Was one of us wrong?  Were we both right in different contexts? Were both of us wrong?   Are there other reasons why the experts in the room might contradict each other?  Or your teacher contradict your textbook?  What do you do when your teacher or coach tells you to do something exactly the opposite way from some other expert?

Well, I think my first pass at that is that you ask or use other means to figure out why there is an apparent contradiction.  And I think this feeds into a very important part of learning, at least for me.  It is one means of becoming  an expert even if it’s on some micro-subject or small slice of what one is trying to learn.

Then as I started to blog about that incident I started popping out way too many examples to fit into a single post.  And I also realized that my rapidly piling up set of anecdotes might fit into a taxonomy.  And that taxonomy might be a useful tool to help me learn.  Possibly even useful to decide when it’s most useful to ask an expert, to worry at a solution myself, or to just forget the issue.  And really, for myself, being able to do the last of those would probably represent a massive boost in efficiency of learning if I could do that quickly and in the right circumstances.  Perhaps it will also be useful to others.

So here is my initial taxonomy of “Reconcilable Differences” in roughly increasing order of interest.

  1. Simple Expert Error
    • One of the experts is just wrong.
    • Both of the experts are wrong.
    • One of them is answering a different question.
    • You just misheard one of the experts.
  2. External Context Issues
    • You’re tying to apply something that an expert said in one domain to a different domain and it doesn’t translate.
    • One source is significantly older than another and the ‘right’ answer has changed in the intervening time.
  3. Personal Differences/Internal Context Issues
    • The ‘right’ answer is different for different levels of expertise and you are attempting to reconcile advice given to a beginner with advice given to the current you who is more advanced.
    • You overcompensated between the time you got the original advice and the time that you got the follow up advice – so you really do need to do the opposite (just less).
    • Bodies are different – even experts don’t always do the translation from their body type to yours accurately.
    • Minds are different – it’s easy for a teacher to have an inaccurate representation of what you know and give advice based on that.
  4. Language issues
    • Experts have slightly different definitions of words.
    • Language is just ambiguous.

Over the next few posts I’m going to make an attempt to pull of my favorites of these and expand on them in something closer to my usual style, but tied back to the more general theme.  In the process I’m giving myself permission to modify or even outright rewrite the above list.  So this is a good time for comments if you’ve got ideas for an altered taxonomy.


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