I imagine the burden will be mitigated by not requiring everyone to have the same level of expertise. The model I see is an architect using the type and proof system to make a language that describes the problem domain at hand. It is this language that will be for the rest of the team. Now, will it look familiar? I would hope so.
The power of Haskell goes beyond the particular language. It encodes powerful ideas of value in and of themselves. When we've got better than Haskell (say, production-ready Idris), the investment made in understanding these ideas will continue to pay dividends.
I think it will do just fine as an industrial language, when you have the senior architect being the idris expert. His job will be to write the DSL for the engineers to code in. Idris already has hooks into C and Java and who knows what else by then. It won't work well if you expect to replace your java brigade with an idris brigade. Why would you need one anyway? I wonder if I'm being naive.
In the case of "the things you don't know you don't know", I find following certain developers to be priceless. Can't go looking for a reference for something you don't know exists, after all.
First, when I say education, I mean Liberal Arts education. In this, I would include the humanities, and pure maths. The difference could be found in the approach to technical skills. For example, when I was a student of Attic Greek, our teacher liked to point out that our technical mastery of English grammar would serve us well if we chose a career in publishing. The acquiring of this technical skill was a side-effect of our pursuit, the study of Attic Greek, not the point of it. In vocational training, the entire point is in the acquiring of technical skill. I believe this is as important, and must be a separate pursuit so that it gets the resources it needs. A STEM example would be the difference between how engineering is treated in Canada, versus the U.S. After an education of engineering theory, a student in Canada is then qualified to enter into an apprenticeship where they then have the opportunity to become a qualified engineer, after their vocational training is completed. In the U.S., there's not as much discernment between theory and praxis, and one may not be entirely sure of receiving the right amount of each. The official certification one receives in Canada seems to signal the valuing of vocational training. Receiving an education in theory as a pre-requisite signals the value of theory.
What we need to do is to discern between education and training. Once we do that, we can begin to elevate the vocational back to a place where it's valued, and institutions dedicated to education can get back to it and not have it's resources diverted to a task outside the charter of education. I look forward to engaging in the debate of the line between the two.
Would it be reasonable to have an invitation from a person with x reputation bump someone up to the required rep to ask questions? One could spend time in meta, and the chat room where people could get to know them. For the well-intended but naive, this would encourage getting to know the site and expectations of the culture. For the people who are just a bad fit, they could be filtered with minimal effort. Would there be any undesirable consequences from this approach?
My experience has been nothing but useful. When I ask a bad question, instead of crying about it, I figure out how to ask a better one. The community on stackoverflow helps me do this. On more than one occassion, it has saved my bacon when I've found myself in the deep end of the pool.
Also,
This guy
https://www.youtube.com/watch?v=ZR3Jirqk6W8
had his Haskell startup bought by Facebook. I expect it was because they wanted the technology he invented, and him as well.
I was amazed by lisp, also encouraged by Paul Graham's work. When I came to questions of packaging for use by end-users, I didn't like what I saw. Explorations into my options led me to Haskell. Since then I've started asking more interesting questions and haven't looked back.
When I discovered smtp I sent mail to people from santa@northpole.org telling them they were very naughty this year and to expect coal in their stocking.
Someone donated pet commodores to all the libraries in my county. My mother would go visit my sister at work every Sunday. across the street was one of those libraries. My mother happily dropped me off as trying to keep a 12 year old boy from being annoying was a tall order, and I certainly had no trouble being a whiny brat when bored. Along with the computers were some games, one of them being a roguelike. The librarian knew the load and run commands, enough to get me started. I discovered the break key, and list command on my own. I had an intuition that the code listed could be manipulated, therefore if I learned BASIC I could rule the game. There was a manual on PET BASIC on the shelves, and that was that.
I used to make program loops that were appropriately obscene for a 12 yr old, snigger at the clerk trying to cope with what I did (I was 12), then run off.