TITLE: Knowing, Doing, and Ubiquitous Information AUTHOR: Eugene Wallingford DATE: February 09, 2017 4:25 PM DESC: ----- BODY: I was recently reading an old bit-player entry on computing number factoids when I ran across a paragraph that expresses an all-too-common phenomenon of the modern world:
If I had persisted in my wrestling match, would I have ultimately prevailed? I'll never know, because in this era of Google and MathOverflow and StackExchange, a spoiler lurks around every cybercorner. Before I could make any further progress, I stumbled upon pointers to the work of Ira Gessel of Brandeis, who neatly settled the matter ... more than 40 years ago, when he was an undergraduate at Harvard.
The matter in this case was recognizing whether an arbitrary n is a Fibonacci number or not, but it could be have been just about anything. If you need an answer to almost any question these days, it's already out there, right a your fingertips. Google and StackExchange and MathOverflow are a boon for knowing, but not so much for doing. Unfortunately, doing often leads to a better kind of knowing. Jumping directly to the solution can rob us of some important learning. As Hayes reminds us in his articles, it also can also deprive us of a lot of fun. You can still learn by doing and have a lot of fun doing it today -- if you can resist the temptation to search. After you struggle for a while and need some help, then having answers at our fingertips becomes a truly magnificent resource and can help us get over humps we could never have gotten over so quickly in even the not-the-so-distant past. The new world puts a premium on curiosity, the desire to find answers for ourselves. It also values self-denial, the ability to delay gratification while working hard to find answer that we might be able to look up. I fear that this creates a new gap for us to worry about in our education systems. Students who are curious and capable of self-denial are a new kind of "haves". They have always had a leg up in schools, but ubiquitous information magnifies the gap. Being curious, asking questions, and wanting to create (not just look up) answers have never been more important to learning. -----