To me the spectrum here is understanding, explaining and *doing*.
I think there are things I understand--that I am, in some sense, literate with. But being able to communicate that understanding to another person takes something more. There are things I understand implicitly or kind-of-sort-of but I would get tongue-tied trying to lay it out and would have to practice/review to do it. Having my communication produce understanding in another person is yet another challenge level up. Being able to *do* what I understand--to produce research or enact a skill--is beyond that.
I think college pedagogy is sometimes unreasonably focused on getting students to *doing* in everything that we want them to take seriously, when in fact most faculty rely on a big web of understandings that don't necessarily translate into the ability to *do*.
The "doing" aspect is a good call, and I think gets at a key distinction between "education" and "outreach" (an evergreen topic in science communication circles). The goal of education is being able to do something-- solve problems, write essays, whatever-- where outreach is more about vibes.
Did the dog end up getting tenure, or did he go into industry?
She was the Queen of Nisayuna; a mere job would've been beneath her dignity.
Good gig if you can get it.
To me the spectrum here is understanding, explaining and *doing*.
I think there are things I understand--that I am, in some sense, literate with. But being able to communicate that understanding to another person takes something more. There are things I understand implicitly or kind-of-sort-of but I would get tongue-tied trying to lay it out and would have to practice/review to do it. Having my communication produce understanding in another person is yet another challenge level up. Being able to *do* what I understand--to produce research or enact a skill--is beyond that.
I think college pedagogy is sometimes unreasonably focused on getting students to *doing* in everything that we want them to take seriously, when in fact most faculty rely on a big web of understandings that don't necessarily translate into the ability to *do*.
The "doing" aspect is a good call, and I think gets at a key distinction between "education" and "outreach" (an evergreen topic in science communication circles). The goal of education is being able to do something-- solve problems, write essays, whatever-- where outreach is more about vibes.