# The map is not the territory
-Discuss the ever-changing facets of programming and how keeping current with it all is both a challenge and a myth
## The changing landscape of programming
-The one constant about the field of programming is that it is always in flux. Programming languages come into prominence and the fade away over time. What once was a given is now considered obsolete (or even "harmful", as many essays will point out).
+The one constant in the field of programming is that it is always in flux. Programming languages come into prominence and the fade away over time. What once was a given is now considered obsolete (or even "harmful", as many essays will point out).
-When I graduated college we learned Pascal, Modula2 and Ada. When I started my first "professional" programming position Perl was the language of choice (partly because Perl could be easily transformed into the ubiquitous CGI scripts of the era). As of this writing I'm using Python as my main development language, and I foresee that at some point I'll likely have to look into the other languages that are becoming more common.
+When I graduated college we learned Pascal, Modula2 and Ada. Unfortunately those languages were starting to decline in popularity in favor of C. When I started my first "professional" programming position Perl was the language of choice (partially because Perl could be easily transformed into the ubiquitous CGI scripts of the era, and was considered superior to scripting tools like `awk` and traditional shell scripts). As of this writing I'm using Python as my main development language, and I foresee that I'll have to look into other languages to expand my programming career.
-Programming requires flexibility. It's difficult to just learn one way of doing things and make that stick for over 20 years. Think back to what the technology was 20 years ago and you'll no doubt notice that things are quite different now.
+Programming requires flexibility. It's difficult to learn only one way of doing things and have that stick for over 20 years. Think back to what was current technology 20 years ago and you'll no doubt notice that things are quite different now. (If you would like a fun exercise see if you can find articles describing the state-of-the-art technology from 20 years ago and see how much of it you recognize.)
## Learning to learn
-Instead of learning specific methodologies and technologies we programmers are better served by learning how to learn. That sounds simple: once we've cracked how to learn effectively then we'll be set. Unfortunately there isn't currently a foolproof way to learn that works for all people. Different folks learn better when different things are emphasized. Some learn better in a classroom while others learn best with self-directed study (books, video recordings, etc.). If you have the luxury of trying several different methodologies for learning I would encourage you to take them as much as you can. Figuring out what works for you will be key to helping you progress and grow.
+Learning specific methodologies and technologies is not a good long-term strategy for programmers. We're better served by learning how to learn, and more importantly how we ourselves learn. That sounds simple: once we've cracked how to learn effectively then we'll be effective programmers. Unfortunately there isn't a foolproof way to learn that works for all people. Different folks learn in different ways. All of us have learning styles that work better when certain things are emphasized. Some learn better in a classroom while others learn best with self-directed study (books, video recordings, etc.). Some can read a book and be perfectly fine with understanding the material while others may need more visual approaches. If you have the luxury of trying several different methodologies for learning I encourage you to use as many as you can to figure out what works best for you. Understanding what works for you will be key to helping you progress and grow.
-For me I've found that some simple principles work best for me. The first is repetition. I learn better when I continually do something over and over again in small chunks. The second is having a small goal that I can achieve. So for me having some daily practice time on a project where I can see the end goal works best for me. When I was learning Python I enrolled in PyWeek, which is a one week game programming sprint where the theme is announced near the beginning and all programming happens during the week. For that entire week I devoted time to completing a game, and by the end of the week I'd learned more about Pygame (the library that I'd used) and Python than I had in the weeks leading up to PyWeek. Doing a one-week game jam (as they're currently called) is a bit extreme but it gave me a clear goal (a game) and a time-frame to accomplish it (one week). Over the years I've learned more about Python with various projects (both for myself and professionally) that had clear end goals.
+For me I've found that some simple principles work best for me. The first is repetition. I learn better when I do something daily, over and over again, in small chunks. The second is having a small goal that I can achieve. So for me having a daily practice time on a project where I can work toward an end goal works best for me. When I was learning Python I enrolled in PyWeek, which is a one week game programming sprint where the theme is announced near the beginning and all programming happens during the week. For that entire week I made time to complete a game, and by the end of the week I'd learned more about Pygame (the library that I'd used) and Python than I had in the weeks leading up to PyWeek. Doing a one-week game jam (as they're currently called) is a bit extreme but it gave me a clear goal (a working, finished game) and a time-frame to accomplish it (one week). Over the years I've learned more about Python with various projects (both professionally and for myself) that had daily practice and clear end goals.
-You'll need to experiment to see what works best for you. The underlying principle is that your learning process should be something that you can do for any language or concept in programming. It should also offer the least amount of resistance to your learning. Your ability to learn and be adaptable will be vital to your experience as a programmer so understanding your learning process and what works for you will help in this process.
+You'll need to experiment to see what works best for you. The underlying principle is that your learning process should be something that you can use for any language or concept in programming. It should also offer the least amount of resistance to your learning. Your ability to learn and adapt will be vital to your experience as a programmer, so understanding your learning process and what works best for you will help you in this process.
-At the very least set aside 10 minutes per day as a container (see previous chapter) for reading and learning. There's a lot of information out there and having the habit of small doses of input will help you keep up a bit. But also keep it small. A lot of information can overwhelm you into thinking that you can't possibly learn it all. You're right - you can't learn it all in one sitting. If someone told you to drink one of the Great Lakes in one sitting you'd be hard pressed to complete the task (note: please don't attempt this!). If, however, you took one glass of water and drank it for 10 minutes per day you'd start to make an appreciable dent in the water. (Sure, it might not look like much on the outside, but that's the junction where metaphors and reality break down).
+At the very least set aside 10 minutes per day as a container (see previous chapter) for focused reading and learning. There's a lot to learn in programming and creating habit of learning will help you keep up. But also keep it small. A lot of information can overwhelm you into thinking that you can't possibly learn it all. You're right -- you can't learn it all in one sitting. If someone told you to drink one of the Great Lakes in one sitting you'd be hard pressed to complete the task (note: please don't attempt this!). If, however, you filled a glass of water several times a day from one of The Great Lakes and drank it (10 minutes at a time) you'd start to make an appreciable dent in the reduction of that lake over your life-time. (Sure, it might not look like much on the outside, but that's the junction where metaphors and reality break down).
Each day you have an opportunity to learn more about the realm of computers and computer programming. Taking a little bit each day to learn a little bit more will help you on your journey.
+### FIXME
+
## How to choose what to learn
There are many opportunities to learn, whether it be via books, tutorials, videos, or computer-based training. There's also a myriad of different topics to learn. How do you decide which one is most important to learn? How do you manage what you're learning? How do you keep from getting overwhelmed with the options available?
Longer-term goals are just goals that have been broken down into shorter-term goals. Focus on the short-term goals and allow yourself to course-correct as needed and follow a few connections as you desire.
-## Dead ends and lonely roads
+## Dead ends and changing topography
Sometimes we'll find ourselves learning something that's a dead end. We're not making the progress that we thought we'd be making. We're not finding it as engaging or as exciting as we'd imagined. We're realizing that what we're learning is an evolutionary dead-end in the realm of programming. What then?
All three of these can pose their own problems for learning but it's up to us to take a more critical look at why we started this whole process of learning. What did we bring into this?
-(Discuss our expectations and how they can help and hurt us, and how to be mindful of our expectations).
+In each of these cases we brought our expectations of how the learning would progress. We brought the expectation that it would always be fun, engaging, and relevant. Sometimes our expectations about learning do pan out, but when they don't we get discouraged and disappointed.
+
+Rather than being upset with how the learning didn't meet our expectations we can take a more mindful approach. We can see ourselves in the moment of learning and see if we're trying to bring more than our focused attention into the container. We can realize that learning is not always going to be fun or engaging and that we can concentrate on the learning.
+
+That doesn't mean we shouldn't acknowledge our feelings. We can certainly feel the feelings of boredom, anxiety, disillusionment, and so on. But we can also be mindful of where those feelings come from. Are we truly bored or is this our mind trying to tell us to stop so we can do something more fun? Is this really a dead-end in our learning or are we just feeling stuck right now? Notice the feeling when it comes up and be curious about the feeling. Note when you get the feeling and where it is in your body. Then continue the work, continuing to notice all of the feelings you're having. When you're done you can reflect more on those feelings and make an honest determination of whether those feelings were the result of what you were learning or were because you're having doubts.
+
+If, however, you realize that you're really not enjoying the learning; if you feel like you're constantly having to muster the courage to sit and learn, then you may want to have an honest discussion with yourself about why you're learning this in the first place. Is this still relevant to you or has the moment passed? Are you learning this out of an obligation to yourself or others, and is that obligation still present? Are you trying to learn whatever it is because you're worried you'll be left behind, whether that's personally or professionally? Think about what brought you to start learning this and see if the situation has changed. If someone came up to your computer and asked you if you wanted to learn this would you still jump at the chance?
+
+There have been many things in my career that I have tried to learn, but there have been many more that I haven't learned. Part of those is because the computing landscape changed. At school I learned the Pascal language. I got reasonably good at it but over time those skills faded. Right now there's very little need for being a proficient Pascal programmer so continuing to develop my Pascal skills would be purely for my own enjoyment. I find other things enjoyable so those skills lay dormant. Should Pascal arise from its moribund state I can revisit the decision. But for now I'm content that I've made the right call. Later in my career the Java language came to prominence. I spent many sessions learning Java until I realized that I didn't enjoy the language. It felt too cumbersome to me and the directions it was taking weren't ones that I cared to pursue. So after some reflection I stopped learning Java. Was this all wasted time? Hardly. During my sessions I learned more about Object Oriented Programming and how objects fit together. I learned more about recursion while trying to solve a problem for one of my projects. These skills transcend Java, so when I started learning Python I was more up to speed on how objects worked so I could better understand what Python was doing and how it was different from Java. And should the need arise I can revisit my decision to learn Java and see if it's something that interests me again.
+
+It's OK to give up on learning something for a while. We are complex beings and our interests change. We also exist in a complex industry of changing technologies and whims. What was interesting and necessary at the beginning of the year might be uninteresting and unnecessary at the end of the year. It's up to us as programmers to understand our learning process and adapt as our needs and desires change.
+
+## Approach with curiosity
+
+As beginners we engaged the computer with curiosity and enthusiasm. We don't know what to expect or how long it will take so we take everything at face value. As we learn we trade our curiosity with certainty, and our enthusiasm with expectations. The excitement we got from learning becomes the drudgery of having to continue to learn. But we can re-capture that beginner's spirit by looking at each opportunity to learn as a new experience. We can let go of our expectations of how our learning will progress and instead approach each learning session with curiosity for what we will learn during the session. We can re-kindle the spark that we had when we were beginners with infinite possibilities, and that spark will sustain us through the periods of uncertainty and drudgery.
+
+With each focus container we can begin again, with no preconceived notions of how it will end.
projects / themediocreprogrammer.git / blobdiff