I don't see any example of the two cultures here. Just an unprepared teacher who chooses bad examples to teach from. The counter-arguments by hypothetical stud

I don't see any example of the two cultures here. Just an unprepared teacher who chooses bad examples to teach from. The counter-arguments by hypothetical students actually make good points, and I feel are the best ways to solve that certain problem. They know to use the best tools available for their task. The problem is all their tasks are really simple, and the "developer tools" would be a slower solution, or at least not faster. Why do you need to search for all uses of the word 'widget' in python files? Did you write a script, but you forgot the file name and which directory it was in? Any search tool will work for that. Do you want to replace all instance of "widget" with "module" but only within your python scripts? Now the shell commands seem more appropriate. Why can't they just plot a graph with Excel? If you just want to view the line graph from some data points use whatever tool you know best. You can then share that Excel file with anyone else who owns Excel but doesn't understand programming, or export the charts it to a non Excel format I'm sure. But what's that? You want to serve the charts online? Well make them an image and host that. What's that? They need to be dynamic and based on the user? Okay, now we need to code something. What's that again? You just want a chart of some data points for yourself, but you need to compare it against data from an API call? Write something in Python to fetch from that API. You don't know how to use matplotlib? Well output it to a CSV and use Excel for your charting. The "copy, rename, email" is a bit of an ugly system. But it works, especially for simple student projects. Pretty much any undergraduate I've tutored did this (I guess the ones that knew git didn't need tutoring), and it only starts to become a burden when you get to group projects. The other advantage of git, having a logged history of all your changes, possibly spread across branches for different purposes or features, isn't really apparent when your longest homework assignment is a 4 week project. Git is really valuable when you're working on a team, working on something large enough that you can't keep it's history in your head, or you need really quick access to that history ("I just got an alert that our registration page is giving 500 errors after the last update. What did we change?"). I don't see a reason to confuse students who are already trying to understand so many other new things at once. I'm not a professional teacher, so you can take all this with a grain of salt. I think the best way to teach programming is for the students to actually be chasing after something they want to finish. Not just synthetic tasks. No one takes a programming course because "I want to learn Python!". They take it because "I want to make apps / websites / video games / do my math research more easily / automate parts of my job" and so on. And then they're not just learning about loops and control structures because "it's going to be on the exam". They're learning about them because otherwise, your game of blackjack ends after 1 deal, and that's no fun. You really should be able to provide a reason why you're using a certain tool, and not another. Why are you using Python instead of Excel to plot a graph? You're just faster with Python? That's a valid reason. But "because my professor is faster with Python" is not.