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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.

If I was trying to reach students at the elementary level, I'd probably build out things from the Usborne computer books from the 1980s. I remember endlessly rereading these books at the school library, and even looking back over Introduction to Computer Programming now, it is still an excellent introduction to what a computer does, how it executes a program statement-by-statement, etc. Many activities could be made into craft exercises, covering the essential ideas without having to deal with any particular programming environment.

As for university, I see far too many "introduction to programming" courses attempt to "teach programming" without giving students any idea of what the language even means. How are they supposed to solve problems with code if they don't understand what the computer does with that code? The language needs to be simple enough that this can be done in at most two lectures; scheme is simple enough that you can have a decent go at this.

Types should be introduced early, because "what sort of things go into this function, and what comes back out?" is a really important question to ask when designing a function, and it allows machines to (partially) check students' work, instead of an over-worked TA in a lab session. The programming environment probably has to be interactive and graphical, because those damn zoomers barely know what a file is these days, and we don't have time to teach them how to drive a shell.

My best guess is something like SICP, taught using DrRacket, and moving to Typed Racket ASAP. Replace the hardcore EE/CS examples with simpler problems to solve, since students aren't coming in with as much mathematical sophistication and we're going to be asked to teach a cohort that's not all headed into Engineering/CompSci, and probably borrow some pedagogy/scaffolding/recipes from HTDP. Bring in some of the cool CS stuff once students know how to actually program; you want to show at least some amazing CS ideas so that you hook the people who are susceptible to such things.

Disciplined ways of structuring programs make more sense once a student has made a few big messes, so discussions of coupling, modularity, and so on can come later. But they must not be left for too long.