Lately I’m seeing a theme gradually forming. There are commercials featuring young people voicing their support in maintaining an environmentally friendly lifestyle. I also see commercials targeting young people, judging by the SMS inspired characters such as the carat ^, slashes /, and at signs @ to form pictures. Then there’s Microsoft’s free software for students. And finally, there’s the winning bid by Singapore to host the Youth Olympics 2010.
The focus on young people is growing.
My math teacher (or was it chemistry) once remarked that it’s a shame that she’s teaching a concept the way it was, at that age of learning we’re in. Because when we progress to the next education level, we would find out it was wrong, and that we’d have to learn a more correct version.
It’s like fractions in math. Say
2/3 = 4*a
I was to “bring the 3 over to the other side”, so I get
2 = 3*4*a
Later on, I learned that it’s actually multiplying both sides of the equation by 3, which gave the easier to explain conclusion of “bringing the 3 over”.
Education at a young age is important. Ideas arise, opinions form, and suddenly they’re set in stone (or at least very difficult to change). Once you’re at a certain age, learning new concepts might involve unlearning old ones. For some people, learning a new concept is not the problem. It’s the letting go of old concepts that’s painful, because that means they might be wrong before.
The world needs computers and software to make a lot of things work. New problems need to be solved, and they appear faster and more complex. Programming experience doesn’t count for much anymore. The ability to think, is.
I share Joel’s faint distaste for Java being taught in schools. Alright, fine, I hate Java. I don’t know what pricks me about it. When I first learned it, which was the version 1.1.8, it was cool. But not fun, like C. And Java kept jumping up in version numbers. But there’s only one version of C (at least it didn’t keep adding new “cool” commands).
I remember many an afternoon where I helped my fellow students figure out what went wrong in a segmentation fault. It’s the worse output error one could ever get, because there’s nothing to give you any clue whatsoever about why the program failed. It was a test of logical skills, intelligent omission and creative
But if young programmers don’t get these kinds of training, what will happen to our future programs? They are the best at coming up with innovative and creative solutions, because they don’t have past baggage. Yet if they get a lousy programming education, they won’t be able to come up with those solutions in the first place.
Dream In Code does a great job at code guidance. A student (or any person with a programming question) can ask for help, but code must be provided. Gentle guidance is gladly given. Sample solutions are staunchly stemmed. The questioner is encouraged to think.
The betterment of our future doesn’t just lie with us, the so called established and experienced programmers. Our younger generations of programmers matter too, probably more so.