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Culture War Roundup for the week of October 3, 2022

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What is your ideal programming education ?

Recently trying to teach my younger brother (CS freshman in Canadian university) programming and having that devolving into a yelling session (kicked the dog there) left me wondering about the state of programming education.

How is this CW?
  • Because in any discussion of any type of education system there is an undercurrent disagreement between the blank slatists and the "IQ believers (or whatever this group is called)".

  • How to teach something can also be split along CW lines. See common core, phonics vs whole language, etc.

  • On top of that there is the group representation angle. Certain groups of people are disproportionately represented in programming professions.

My thoughts/priors on the points above
  • I think IQ is very obviously correlated with programming ability, I think this is the default prior of anyone who believes in the predictive usefulness of IQ. However, I would go a step ahead and say that a very specific type of intelligence that probably correlates with IQ score, but is distinct is along certain dimensions could be a better predictor of programming ability. See Dehnadis work.

    My personal observation is that all good programmers I know show signs of high intelligence but not everyone who shows signs of high intelligence shows programming aptitude proportional to their intelligence. I am not entirely sure if its a "wordcel vs shape rotator" issue, the dichotomy isn't as obvious as is with Electrical Engineering for example.

  • I have come across two fairly distinct methods of teaching programming. I would classify them as 'trying to impart intuition' vs. 'trying to impart knowledge.'

    • The former consists of teaching via gamified methods where students are made to play elaborate games consisting of programming puzzles, modify existing code to draw out 2-d shapes and animations, etc. Once students develop some familiarity with changing words in a file to make the computer do something, they are introduced to data types, data structures, control flow, etc.

    • The latter is a more 'rigorous' approach where students are taught the fundamentals such as data types, structures, flow, interpreter vs compiler, etc first; Then they are made to write programs. These programs are sometimes gamified but not to the extent as the former.

    I consider the latter "imparting knowledge" method superior. It's more in line with all the hard sciences I have been taught and all the good programmers I am aware of claim to have been taught using this method. More on this later.

  • Obvious racial stratification. But I think putting that aside, the gender stratification is worth more discussion. Even the best discussions I could find on the topic simply boils down to "differences interest". I think that isn't the complete picture.

    I really don't want to do women dirty like this but, I have yet to come across a "good" female programmer. I really don't know what it is at the root of this. My superficial intuition is that a certain aspect of becoming a good programmer is just relentlessness. Sometimes you need to try out 100 different bug fixes and read through 50 stack overflow and obscure forum posts to fix a certain problem or get something working. Men in my experience are much much more willing to swim through the stack overflow and debugger sewers than women.

    But that isn't the entire picture, I just don't see women writing naturally good code, if that even is a term. And by that I mean the code a person rights with the knowledge of the fundamentals but no knowledge of coding best practices such as separation of concerns, lose coupling, etc. Men in my experience naturally tended to write "better" code without prior knowledge. A lot of the female students I taught used to roll their eyes when being explained good practices.

Intuition vs Knowledge

Programming is hard. Teaching it is also hard. Beginner tutorials tend to have an order of more magnitude views than advanced tutorials.

I am sure that the intuition based teaching methods were born out of frustration with the fact that students couldn't connect the pieces together despite being aware of all the pieces and how they work. But having seen it first hand, I just don't understand how it can teach someone programming at all.

My brother knows how to draw a submarine and make it sway up and down but doesn't know that void means nothing. He is being made to write out words without knowing what they mean and of course its all served in a bowl of global variable spaghetti. The professor chose dumbed down Java 2-d animation package called Processing to teach the class. The documentation is horrendous, its a shadow of what Java is. Why not just use Java? Or even python??

This is very much madness from my pov. Changing lines in code the way the students in my brothers class are being made to do is so far removed from the act of programming or even the primitives of programming that I am left wondering if the "vibes" people have gotten their noses in there as well.

I was taught much differently with an introduction to compilers, data types, conditionals, etc. All of it in C, and despite using python for 99% of my word, I am eternally grateful for having started with C.

It is so much of an over-correction from what I assume is the traditional way of teaching programming that I just can't wrap my mind around it, It might pass for school children but University? I mean I get it even MIT is teaching intro to CS in Python, but at least they are still teaching the actual language and not some bastardchild of it.

I think the fact of the matter might be that demand for CS degrees far exceeds requirement for CS practitioners. The universities are not being honest to their students and are making it all seem like a game in a with the hope that it will all work out for some reason.

Edit - To further clarify why I think the intuition based method is ineffective.

Intuition is hard to impart.

Here's the submarine example from my brothers class with some more detail. The question asks for "Make the submarine sway up and down in a wave and go from left to right".

To even a notice programmer it is immediately obvious that this means the x-coordinates need to be incremented every frame and the y coordinates are just sin(x). That intuition is abstracted behind a 2-d animation task. This is adding in excessive intellectual baggage, its not necessary to anyone who understands a loop.

Valuable time is being wasted on making 2-d shapes do things as opposed to knowing the tools that make them do things. I could solve the submarine problem instantly because I know what a loop is.

Programming is hard to fake. In most school subjects it's enough to know the "teacher's password", so memorization (of facts or algorithmic processes to solve one of a few types of problems that are likely to be in the test) is a decent strategy for getting good grades.

In programming, you have to problem-solve, face uncertainties, without an option to bullshit your way out of it (the code either compiles or not, it either crashes or not, and the computer doesn't care about your emotional state or your deadline or whatever).

I think the necessary relentlessness and intrinsic motivation required is comparable to playing musical instruments or sports. And incidentally, it's mostly boys who spend insane amounts of time on practicing the guitar or football or yoyo or skateboarding or even video games etc. without any external pressure from parents and teachers.

If you don't give a shit about playing the guitar, and have no aptitude for it, a private tutor will similarly have a very hard job to try and teach you to play.

It's impossible to teach things like this, it's only possible to learn them. By that I mean that the action has to come from the learner. The teacher can't actively put anything in the learner's brain. You can lead a horse to water and so on.

Intelligence surely is a factor here but it's not the only one. I know intelligent people who are not obsessive tinkerers and less intelligent ones who constantly muck around with some stuff, building various kludge and messing with their car, building stuff around the house, repairing this or that in a custom way etc. This itch to make things is a big component in who will actually learn to program and who won't.

@ last paragraph, 'intelligence' is just whatever causes intelligence, and if that trait makes people - in practice, in the complexities of society and technical work - smarter, then it is 'part of' intelligence too, because it really does lead to that person being smarter in the specific area

I'm saying that there's a separate personality trait that's something like the drive to make stuff despite failures, to not give up in the face of difficulty. And this is not always a Hollywood hero upward trajectory. One side of it is someone trying over and over with sub-par results or taking way longer than others with less stubbornness but more intelligence would. I know people who are relentless and put lots of energy into something fruitless and they aren't very skilled for it. They may build dangerous contraptions out of wood and metal but with lousy construction, inefficiently etc. They may obsess over reading history and politics and come out of it believing various pants-on-head tinfoil conspiracy theories, or may spend way too much time on building hopeless perpetuum mobile constructions etc.

Willingness to work hard (intrinsically driven industriousness, relentlessness, stubbornness) can be decoupled from intelligence. On the flip side, many intelligent people are lazy and coast along, wasting their potential.

There's a subtlety here, though. Why is it a separate personality trait, and not a 'component' of intelligence? Because if you are an 'intelligent person' 'wasting your potential', and that waste-of-potential is set up in such a way that it can't easily be externally fixed because you need to have that "drive" to figure out a bunch of different things to be smart, then that's just another cause of having lower intelligence.

Intelligence is usually understood as an ability, the cognitive processing power, your ability to deal in abstractions and meta levels, notice patterns, keep more stuff in your working memory, etc. It's distinct from experience, lexical knowledge, amount of acquired skills etc.

If you don't want to use the word intelligence like this, then let's name my concept intelligence_2, and understand my statement as "intelligence_2 is a distinct trait from willingness to work hard from an intrinsic drive."

Intelligence is usually understood as an ability, the cognitive processing power, your ability to deal in abstractions and meta levels, notice patterns, keep more stuff in your working memory, etc.

I mean, I could say something similar about some of these. Working memory isn't part of intelligence, it's just a separate trait. You can be incredibly intelligent, but just not have the working memory to keep a big list of facts or intermediate steps (although is this actually how working memory really works? idk.), and thus waste your potential in practice. But in practice it's a key component (not to say anything about what memory is or how it's constructed, which, idk, and the same is true of that "drive", they could all be high-level features of some more complicated underlying mechanism that doesn't have those as levers). Which is kind of my argument - intelligence is complicated and messy, it's related to many mechanisms in the brain, and there's not really a particular reason to say that the 'drive' isn't intelligence but working memory is - and we don't really know how intelligence works, so decomposing it in ways that seem convenient isn't necessarily the best approach.

If an intelligent person is externally motivated to do stuff, by teachers, parents, expectation, poverty etc. they can perform well.

So basically, drive can be substituted by something else, but the cognitive power of your brain can't be replaced through external influence.

To tie it back to the original point: just because you get good grades in high school, and get good test scores, doesn't mean you'll be a good at practical programming. You can even do a full CS degree program and still not be good at programming compared to your peers who pour a lot of hours into it from this itch to create stuff.

That's true, but I'm trying to say that a person with that 'drive' will, all else equal, understand things more deeply, figure out more stuff, and therefore be "more intelligent" in every observable sense we say "intelligence", and that's part of why they're better at programming. So saying it's separate from intelligence isn't quite right imo

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