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mindingourway.com · 2,213 words · saved by 30 readers

Imagine a graduate student of mathematics as they interact with a professor, attempting to understand something in the professor's area of expertise. They're working hard to wrap their head around the basic formalism. They're in "learning mode" — they're a student in the presence of a master, expected to

Imagine a graduate student of mathematics as they interact with a professor, attempting to understand something in the professor's area of expertise. They're working hard to wrap their head around the basic formalism. They're in "learning mode" — they're a student in the presence of a master, expected to try to understand the math but not necessarily expected to succeed. Even if they're doing quite well, they're still reminded of how math is big and they are small; they encounter wide swaths of knowledge that they do not yet have, and often feel humbled. They use their tools tentatively, aware

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