Steve Losh's "Teach, Don't Tell" advocates for a more effective approach to conveying technical information, particularly in programming tutorials. Instead of simply listing steps ("telling"), he encourages explaining the why behind each action, empowering learners to adapt and solve future problems independently. This involves revealing the author's thought process, exploring alternative approaches, and highlighting potential pitfalls. By focusing on the underlying principles and rationale, tutorials become less about rote memorization and more about fostering genuine understanding and problem-solving skills.
In his 2013 blog post entitled "Teach, Don't Tell," author Steve Losh elucidates upon a common piece of writing advice often dispensed to aspiring authors: "Show, don't tell." He argues that while this adage offers a valuable kernel of truth, its brevity renders it unhelpful and even misleading for those seeking to improve their narrative craft. Losh posits that the directive is more accurately and practically phrased as "Teach, Don't Tell," emphasizing the writer's role as an educator guiding the reader towards an understanding of the story's world and characters.
Losh meticulously dissects the meaning of "telling" in a narrative context, defining it as the author directly stating information about the story's elements, such as a character's personality traits or the emotional atmosphere of a scene, rather than allowing the reader to infer these details through observation and experience within the narrative. He provides numerous examples of "telling" sentences, highlighting their declarative and often summary-like nature. These examples serve to illustrate how telling can create a distance between the reader and the story, preventing full immersion and emotional engagement.
The core of Losh's argument revolves around the concept of "teaching" the reader. He advocates for presenting information indirectly, allowing the reader to deduce character traits, emotions, and setting details through actions, dialogue, internal monologue, and carefully curated descriptions. By showcasing characters interacting with their environment and each other, the writer provides the reader with the necessary evidence to form their own conclusions, mimicking the process of learning and observation in real life. This active participation in constructing the narrative fosters a deeper connection with the story and its characters, enhancing the overall reading experience.
Furthermore, Losh emphasizes the importance of nuance and subtlety in "teaching." Rather than explicitly stating a character's bravery, for instance, the writer might depict the character calmly facing a dangerous situation, allowing the reader to infer their courage. This approach not only avoids clunky exposition but also adds layers of depth and complexity to the characterization.
Losh concludes by reiterating that the objective is not to entirely eliminate telling, acknowledging that some level of direct exposition is often necessary for efficient storytelling. Instead, he urges writers to be mindful of the balance between telling and teaching, striving to utilize the latter whenever possible to create a richer, more immersive, and ultimately more rewarding reading experience. By prioritizing teaching over telling, writers empower their readers to become active participants in the unfolding narrative, transforming them from passive recipients of information into engaged co-creators of the story's meaning.
Summary of Comments ( 53 )
https://news.ycombinator.com/item?id=43380833
Hacker News users generally agreed with the "teach, don't tell" philosophy for giving feedback, particularly in programming. Several commenters shared anecdotes about its effectiveness in mentoring and code reviews, highlighting the benefits of guiding someone to a solution rather than simply providing it. Some discussed the importance of patience and understanding the learner's perspective. One compelling comment pointed out the subtle difference between explaining how to do something versus why it should be done a certain way, emphasizing the latter as key to fostering true understanding. Another cautioned against taking the principle to an extreme, noting that sometimes directly telling is the most efficient approach. A few commenters also appreciated the article's emphasis on avoiding assumptions about the learner's knowledge.
The Hacker News post "Teach, Don't Tell (2013)" has a moderate number of comments, discussing the linked blog post about the "teach, don't tell" approach in programming and other fields. Many commenters agree with the core principle of guiding someone to a solution rather than simply providing the answer. However, there's significant discussion around the nuances and practical application of this approach.
Several commenters point out the difficulty of balancing teaching with the pressure to deliver quickly, particularly in professional settings. One commenter highlights the importance of gauging the learner's current knowledge and adjusting the teaching style accordingly, suggesting that sometimes "telling" is the most efficient approach. Another emphasizes the need for patience and willingness to invest time in teaching, acknowledging that it might slow down immediate progress but leads to greater long-term gains.
The importance of context is also raised. Commenters note that "teach, don't tell" might not be suitable for all situations, particularly in time-sensitive scenarios or when dealing with highly experienced individuals. One commenter provides an anecdote of a senior engineer preferring direct solutions, highlighting the need to adapt communication styles to the individual.
Some commenters delve into specific methods of effective teaching, suggesting techniques like asking guiding questions, breaking down problems into smaller parts, and encouraging experimentation. The Socratic method is mentioned as a relevant example.
A few commenters express skepticism about the universal applicability of "teach, don't tell," arguing that sometimes simply providing a solution is the most practical approach, especially for simple problems. One comment suggests that blindly following this principle can lead to unnecessary delays and frustration.
Overall, the comments generally support the value of teaching over simply telling, but also acknowledge the practical limitations and the need for flexibility and judgment in its application. They offer valuable insights into the complexities of knowledge transfer and the importance of considering individual learning styles and situational context.