On Fri, 23 Dec 2011 17:36:13 +0100, Ricky Clarkson
<[email protected]> wrote:
I think the point is to maximise the chances that the student enjoys and
continues programming, rather than worrying that they might be missing
low-level concepts, etc., at least in the first instance.
Excitement must be put in the proper perspective. Excited people about fun
languages who don't understand fundamentals have higher chances to become
useless and not making a great career (that's not exciting). I think that
there's a pedagogical value in properly focusing excitement: it's more
valuable to be excited because you are able to create something that
works, rather than the tool that you used.
Not to mention that at the university not all classes were exciting to me.
For instance, math-based ones were boring to me (to me maths is
fascinating, but not something I'd like to do, such as mountaneering).
Still I worked hard and got almost always the maximum marks. It's a good
thing that people is taught to apply also to boring parts, because they
can't be eliminated by the real life.
--
Fabrizio Giudici - Java Architect, Project Manager
Tidalwave s.a.s. - "We make Java work. Everywhere."
[email protected]
http://tidalwave.it - http://fabriziogiudici.it
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