We're not innovating, we're just forgetting slower

I see a bunch of "nobody knows everything, this old man needs to appreciate modern technology stacks" comments, and in some ways I blame the post for this because it kind of meanders into that realm where it gets into abstractions being bad and kids not knowing how to make op-amp circuits (FTR, I am from the "you have to know op-amps!" generation and I intentionally decided deep hardware hacking was not going to be my thing), but the actual core thing I think is important here is that working hard is being devalued - putting in the time to understand the general workings underpinnings of software, the hardware, using trial and error to solve an engineering problem as opposed to "sticking LEDs on fruit", the entire premise of knowing how things work and achieving some deep expertise is no longer what people assume they should be striving for, and LLMs, useful or not, are only accelerating this.

Just yesterday I used an LLM to write some docs for me, and for a little bit where I mistakenly thought the docs were fine as they were (they weren't, but I had to read them closely to see this) it felt like, "wow if the LLM just writes all my docs now, I'm pretty much going to forget how to write docs. Is that something I should worry about?" The LLM almost fooled me. The docs sounded good. It's because they were documenting something I myself was too lazy to re-familiarize with, hoping the LLM would just do it for me. Fortunately the little bit of my brain that still wanted to be able to do things decided to really read the docs deeply, and they were wrong. I think this "the LLM made it convincing, we're done let's go watch TV" mentality is a big danger spot at scale.

There's an actual problem forming here and it's that human society is becoming idiocracy all the way down. It might be completely unavoidable. It might be the reason for the Fermi paradox.

Marshall Mcluhan called this out ages ago:

>every extension is also an amputation

that said, it is up to society, and to a lesser extent individuals to determine which skills will be preserved --- an excellent example of a rational preservation of craft teaching in formal education is the northern European tradition of Sloyd Woodworking:

https://rainfordrestorations.com/tag/sloyd/

>Students may never pick up a tool again, but they will forever have the knowledge of how to make and evaluate things with ... hand and ... eye and appreciate the labor of others.