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from the does-it-count-as-a-foreign-language dept.
Mark Guzdial at ACM (Association of Computing Machinery) writes:
I have three reasons for thinking that learning CS is different than learning other STEM disciplines.
- Our infrastructure for teaching CS is younger, smaller, and weaker;
- We don't realize how hard learning to program is;
- CS is so valuable that it changes the affective components of learning.
The author makes compelling arguments to support the claims, ending with:
We are increasingly finding that the emotional component of learning computing (e.g., motivation, feeling of belonging, self-efficacy) is among the most critical variables. When you put more and more students in a high-pressure, competitive setting, and some of whom feel "like" the teacher and some don't, you get emotional complexity that is unlike any other STEM discipline. Not mathematics, any of the sciences, or any of the engineering disciplines are facing growing numbers of majors and non-majors at the same time. That makes learning CS different and harder.
(Score: 2) by Pav on Sunday January 14 2018, @12:38AM (1 child)
So what you're saying the size of the world economy (or the part thereof one limits themselves to) is an upper constraint on wealth? That's both obvious, and isn't an argument against the fact that wealth disparities (when unconstrained) lead to an ever increasing share of the economy.
(Score: 1) by khallow on Sunday January 14 2018, @04:59AM
I'm saying a lot more than just that.
It is however an argument against the claim that such wealth disparities can be exponentially increasing.