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Patterns in Confusing Explanations

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Re: Patterns in Confusing Explanations

#31
post #12

Another pattern I usually encounter is explaining the how but not the why. Trying to understand how a complex mechanism works is hard, but it’s harder if you don’t know why the mechanism exists in the first place. It would be madness to start studying how an airplane engine works without knowing it is used to impulse a flying machine.

Whenever I see a "how-but-not-why" article I assume that the author doesn't understand the "why" part yet... they've likely just rote-learned the "how" part and are regurgitating it.

My favorite articles are where they only explain the "why" and largely leave the "how" as an exercise for the reader!

Re: Patterns in Confusing Explanations

#33
One of my favorite bad analogies is mixins. I came up with this Mixin FAQ to satirize how mixins are often explained.

Mixin FAQ

Q: What is a mixin?

A: Mixin allows to inject functionality into classes. Mixins first appeared in the Flawors system and were inspired by an ice cream shop offering a basic flavor of ice cream (vanilla, chocolate, etc.) with a choice of optional "mix-in" ingredients like nuts, cookies, candies, etc.

Q: Can I mix-in a ServerSocket into a ColorPicker?

A: Yes, why not.

Q: How will it work?

A: Like ice cream with cookies.

Re: Patterns in Confusing Explanations

#34
post #12

Another pattern I usually encounter is explaining the how but not the why. Trying to understand how a complex mechanism works is hard, but it’s harder if you don’t know why the mechanism exists in the first place. It would be madness to start studying how an airplane engine works without knowing it is used to impulse a flying machine.

I love, "Learning by invention". Basically, you start with a problem, than the teacher "helps" to come up with a solution, (by hints / guides), which casually ends up at the solution implemented. I think it's one of the reasons people love to reinvent the wheel. When they invent something themselves they truly know it inside out. You can somewhat do it yourself, if say, you want to learn a new library, by first tryin…

Learning by invention is also my favourite way to learn.

However, I find it rather unappreciated among both teachers and textbook writers. What is usually done is the result is presented on a silver platter to regurgitate and reproduce, and important details are glossed over in favour of 'simplicity', creating a (dangerous) knowledge gap.

Re: Patterns in Confusing Explanations

#35

Earlier quoted context omitted.

I love, "Learning by invention". Basically, you start with a problem, than the teacher "helps" to come up with a solution, (by hints / guides), which casually ends up at the solution implemented. I think it's one of the reasons people love to reinvent the wheel. When they invent something themselves they truly know it inside out. You can somewhat do it yourself, if say, you want to learn a new library, by first tryin…

Learning by invention is also my favourite way to learn. However, I find it rather unappreciated among both teachers and textbook writers. What is usually done is the result is presented on a silver platter to regurgitate and reproduce, and important details are glossed over in favour of 'simplicity', creating a (dangerous) knowledge gap.

You remind me of something a Physics professor once told me.

He said (I'm paraphrasing) "when you get to really learning the Physics, it's not an incremental logically consistent picture rooted in mathematics like in the textbooks. It's mostly a bunch of little tricks that you learn when to apply, and sometimes you get somewhere."

He wasn't making a pedagogical point, but I wonder if being compelled by the "learn by invention" style is in some way detrimental to learning how to solve hard novel problems.

Re: Patterns in Confusing Explanations

#36
post #22

My default mindset used to be “I’m not getting this -> I’m stupid”, and I’ve been slowly shifting my mindset to “I’m not getting this -> this is probably not being explained well”

I find that it's usually a combination of both.

What usually convinces me that we're reaching into the "I'm just not smart enough" territory is when I listen to multiple explanations from multiple sources and I'm still stuck (although ... I find that on certain subject people are just parroting each other a lot, which makes me often question whether the person doing the explaining actually understands the topic at all).

Re: Patterns in Confusing Explanations

#38
I like the content! But I find that the use of exclamation points detracts from it! Maybe I am biased?! Because, for instance, I also avoid emoticons, and for the same reason! Which is: it can make the prose seem goofy and patronizing! But just in case you need exclamation points in order to hear what I write, I have used them in the comment!

Re: Patterns in Confusing Explanations

#39

Am I the only one that appreciated strained analogies? They are meant to create a visual in the reader's mind so they can remember the pieces that are being shared. Of course, if the analogy is good, it won't feel strained. But it seems like the author is against any extended analogies at all, which I think is a mistake.

Personally, when it comes to technical topics, I have not ever found an extended analogy that made a subject less confusing. Analogies are fine as a quick way to introduce the flavor of a topic -- saying "Kafka is like a river..." at least gets me started on the right footing. But when they extend onwards and onwards, I always just end up feeling like the analogy-creator is sort of reveling in a semi-poetic alignment they have found. Such alignments can be very strongly linked in one's head to a topic, because that's how brains learn -- they learn by linking new things to already-known things. However, they can also be quite person-dependent, and rarely do they contain enough hard & fast detail to count as helpful in the context of a technical explanation.

Someone can write lots of paragraphs on this Kafka/river analogy (just one random example), but that doesn't impart in my head the same neuronal linkage that they have. Instead I am left, like the post author, trying to figure out how far the analogy extends, what the limits are (okay, so messages are like notes-in-bottles dropped in the river... but what are the fish? are there fish?), and so on. I would rather get clear, detailed explanation, and then think through the subject on my own time in a way that allows my brain to build its own relationships with the information. Maybe instead of rivers, my brain begins to understand Kafka as, I don't know, highways.

Re: Patterns in Confusing Explanations

#40

pattern 9: starting out abstract That's the most important one for me. I've always thought it was the difference between a good and bad teacher. If you don't start with concrete examples then the listener has no where to map the abstraction. If you start with a couple of examples the listener will start to abstract by themselves. Experts forget that they themselves started with examples.

Curiously, I find this isn't necessarily true for me. I often prefer hearing an abstract explanation first and I have no problem with keeping several abstract terms and relationships between them in mind without having anything "real" to map them to.
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