Schooled people do better, although they rarely use the supposedly general algorithms taught in school. Instead, they invent new methods specific to the situation at hand.
Even though application is often missing, having formal training in some form of the skill can help general ideas be transferred to new situations.
Yet to be tru-ly skillful outside school, people must develop situation-specific forms of competence.
Having an idea of application helps with transfer. School generally misses the application component (see the previous note).
utside school, actions are intimately connected with objects and events; people often use the objects and events directly in their reasoning, without necessarily using symbols to represent them. School learning, by contrast, is mostly symbol-based; indeed, con-nections to the events and objects symbolized are often lost.
The story is that, "we need theory before we can apply," but much learning can happen through experience, trial & error, and feedback on production.
school is an institution that values thought that proceeds independently, without aid of physical and cognitive tools.
This is a huge gap between school and authentic activity, where if we were actually modelling the behavior of that skill, the tools would be included.
No individual in the system can pilot the ship alone. The knowledge necessary for successful piloting is distributed throughout the whole system.
In this case, is there individual training? Or does the team train together to form the unit of knowledge necessary?