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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.

Maybe this is because I'm self taught, but I don't think either of your two options are how I think about intro to coding.

The order I learned languages (so far) was perl -> python -> C -> common lisp -> JS -> Kotlin -> Scala -> Go (with a smattering of others in between when I needed them for specific things). I don't think explicit data structures/data types came into (as opposed to them being an implementation detail) that until I hit C, but by the time I did, they were quite intuitive.

Maybe this is just me being solution oriented, but the way I've always looked at it (and introduced people to programming when I teach them) was to start with a problem they were solving, start with a blank page (I've not found giving them starter code to produce good results), and walk them through each of the relevant tools, being careful not to tell them the combinations that they need. For synthetic problems, stealing music from the internet is usually a good place to start. People like music, and getting it is a quick way to go from the "I don't know what I'm doing" to the "I'm a god" adrenaline rush that hooks people on programming. They build up a toolbox of solutions to problems, and later combine them into bigger solutions for bigger problems.

But having the power and agency to solve my own problems (real problems, not synthetic assignments created by an academic) myself is what got me into this, and it's what keeps me doing it every day.

I will, however, agree that the (often quite useless) abstractions do get in the way more than they help, and leave people in a nebulous "I have no idea what's going on" state of mind. Maybe that's the benefit of going through C at some point? It strips away almost all of the magic. Maybe I'm being hard on abstractions here, but library specific abstractions (as opposed to the ones built into the language itself) tend to be poorly done and make my life harder rather than easier.

Solving your own problems is exactly the rush. And it can't be something that someone told you would be a good problem for practicing programming. It has to be something where you want to have the result and are eager to get closer and closer step by step.

For example I wrote bots to automatically fill out various HTML forms, or modded games, built websites for gaming clans, processed and synced subtitles for downloaded movies, scraped websites like the parliamentary election result website to slice and dice the data myself, to process Wikipedia dumps in various ways etc. Nobody told me to do any of these, but such things led me through lots of classic CS topics and I read up on how to do them with a goal in mind. That's so much better than the prof dropping some artificial problem on you.

Like if I have two subtitles in two languages and one is properly synced up, but the other isn't, but might also not correspond to the first subtitle perfectly one-to-one, then how do I find out a plausible correct alignment? This leads to various algorithms like edit distance, longest common subsequence etc.

But this presupposes that you have such computational or automation use cases in your life. For example today with Netflix existing, I might have never learned about video file formats, subtitle file formats, never had to correct audio or subtitle sync issues. If my parents had been rich and Steam existed, I wouldn't have had to learn how to play with the Windows registry, to mess with the Program Files, to understand how to use firewalls to set up LAN games etc. And all such endeavors open up new problems to solve, now you have to install an IDE, figure out environment variables, understamd that vague C++ compiler error, read up on what the words mean, all still with the goal that you want to get that thing working, but without any external pressure like deadlines, so if I want, I can take a side quest into deep diving into graph algorithms for a few days or whatever.

If you don't see such problems around you, if you don't care to customize stuff on your computer, you may look at project ideas but those always seem artificial because someone already did them and we know there is a solution. It's a schoolish problem. When you build something for yourself, you have to define the problem, the scope, then go further and further. Some riddle websites are also cool, like http://www.pythonchallenge.com/

I'm not saying that such self study is sufficient but it made my formal studies much easier because I could tie the concepts to first hand experiences.