I'm of the unpopular opinion that we conditioned ourselves to pedestalize speed of acquisition as the most important evidence that someone is talented. I see ro

I'm of the unpopular opinion that we conditioned ourselves to pedestalize speed of acquisition as the most important evidence that someone is talented. I see root comments bringing up how the person the article is talking about was anything but a beginner because he was practicing to the point of obsession at a younger age. Reading the post in isolation omits important details because it's hard to quantify how much of that knowledge he was learning was first acquisition and how much of that was synthesizing things he already know in a way that is different enough to be considered a new lesson to learn. Also, a good point to remember is that direct 1-to-1 contact with a mentor also allows for tacit knowledge to be acquired, not only instructional (for reference https://commoncog.com/the-tacit-knowledge-series/ https://commoncog.com/the-tacit-knowledge-series/). Meaning that, another argument that can be made when you read an exchange like in the article is that 1-to-1 learning transmits a better quality of tacit knowledge to the student than a catch-all instructional knowledge. And the point of the university is to communicate knowledge that is "everlasting". I see the article and the diss of the university as something required for software developers and I mean it in the nicest way possible but you're missing the point. University isn't there to make you a good tool builder (because that's what ultimately software is, it's a tool meant to be paired with hardware in order to allow the user to do what they want). We already know how to become tool builders, disregarding everything that makes software so different than making chairs, guitars and swords. Universities aren't there to make you a specialist into web, mobile, gaming development either. That's why you see self-taughts since forever like John Carmack dropping out of college once they learn as much as they want to, before they keep grooving on their merry way, ultimately banding together with others who share the same passion with them. Universities will never replace real world experience, and real world experience cannot replace universities for what they provide, because their goals are different. Universities don't have to remove the metaphorical speed limits. Even some of the experimental private bootcamps who value depth acquisition of fundamentals end up simply forming layers of classes where people getting paired with others who are working on the same concept. But that's still another form of mass apprenticeship.