TITLE: Learn the Basics, Struggle a Bit, Then Ask Questions
AUTHOR: Eugene Wallingford
DATE: August 25, 2019 10:00 AM
DESC: 
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BODY:

 Earlier this week, there was a meme on Twitter where people gave
 one-line advice to young students as they stepped onto a college
 campus as first-years, to help them enjoy and benefit from their
 college years.  I didn't have anything clever or new to say, so I
 didn't join in, but something I read this morning triggered a bit
 of old wisdom that I wish more students would try to live out.
 In tweet-size form, it might be: "Learn the basics, struggle a
 bit, then ask questions."  Here's the blog-size version.

 In Tyler Cowen's
<A HREF="https://medium.com/conversations-with-tyler/tyler-cowen-hal-varian-google-9326e0d59ba2">
   conversation with Google economist Hal Varian</A>,
 Cowen asks about a piece of advice Varian had once given to
 graduate students: "Don't look at the literature too soon."  Is
 that still good advice, and why?  Yes, Varian replied...

<BLOCKQUOTE><EM>
 <B>VARIAN</B>: Because if you look at the literature, you'll see
 this completely worked-out problem, and you'll be captured by that
 person's viewpoint.  Whereas, if you flounder around a little bit
 yourself, who knows?  You might come across a completely different
 phenomenon.  Now, you do have to look at the literature.  I want
 to emphasize that.  But it's a good idea to wrestle with a problem
 a little bit on your own before you adopt the standard viewpoint.
</EM></BLOCKQUOTE>

 Grad students are often trying to create new knowledge, so it's best
 for them not to lock themselves into existing ways of thinking too
 soon.  Thus: Don't look at the literature too soon.

 I work mostly with undergrads, who study in a different context than
 grad students.  But I think that the core of Varian's advice works
 well for undergrads, too:  Start by learning a few basic ideas in
 class.  Then try to solve problems.  Then ask questions.

 Undergrads are usually trying to master foundational material, not
 create new knowledge, so it's tempting to want to jump straight to
 answers.  But it's still to valuable approach the task of learning as
 a process of building one's own understanding of problems before
 seeking answers.  Banging on a bunch of problems helps us to build
 instincts about what the important issues and to explore the fuzzy
 perimeter between the basics and the open questions that will vex us
 after we master them.  That happens best when we don't see a solution
 right away, when what we learned in class doesn't seem to point us
 directly to a solution and we have to find our own way.

 But do ask questions!  A common theme among students who struggle
 in my courses is the belief they just have to work harder or longer
 on a problem.  Too many times I've had a student tell me "I spent
 an hour on each of the five homework problems."  Really?  My goal is
 for each problem to take 15 minutes or less.  After half an hour, or
 maybe a second attempt the next day, maybe you are missing
 something small but important.  Ask a question; maybe a little nudge
 can put you on the right track.  Sometimes, your question will help
 me realize that it's the problem which is flawed and needs a tweak!

 Back at the beginning of the process, too strong a belief in the
 ability to figure things out on one's own creates a different sort
 of breakdown in the learning process:  It can be tempting to skip
 over what you read in your textbook and what you learn in class,
 and start trying to solving problems.  "It's basic material, right?
 I'll figure it out."  You might, but that's taking the idea to an
 unhealthy level.  There's a difference between seeking answers too
 soon and trying to solve problems without the basic tools you need.
 Trust your profs a little bit...  In class, they are trying to give
 you the basic tools you need to solve interesting problems.

 There's nothing new here.  But let's be honest; there isn't much new
 to be found in ways to learn.  Even in the digital age, the basic
 tenets remain true.  That's why I
<A HREF="https://twitter.com/wallingf/status/1163074847230038016">
   extol curiosity and persistence</A>
 and why I'd rather
<A HREF="https://twitter.com/wallingf/status/1155859154394857473">
   be Mr. Miyagi than an answer machine</A>.
 Learning will be uncomfortable.  The trick is to find a way to
 balance the curiosity with the discomfort, the not-knowing with the
 receiving of answers and moving on.  I wish I had great advice for
 how to find that balance, but I think people ultimately have to
 do that for themselves.  We benefit by being part of a community of
 learners, but we each learn in our own ways and on our own time.

 Actually, writing up this post has led me to a goal for myself as
 a teacher this year, and which may be good advice for my fellow
 teachers: Be more explicit about my expectations of students.  This
 is true both at the micro-level of, say, how much time to spend on
 homework problems before seeking help, and at the macro-level of
 how to approach learning.  If I want students to do something, I
 should at least
<A HREF="https://twitter.com/wallingf/status/1155931989070864384">
   remove the barriers</A>
 between what they are thinking they should do and what I would like
 for them to do.

 So there's some advice for students and some advice for teachers.
 Let's enjoy the new year and learn together.
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