Some schools are not just indifferent to teaching debugging, they are actively hostile to it, arguing that teaching debugging interferes with the "proper" appro

Some schools are not just indifferent to teaching debugging, they are actively hostile to it, arguing that teaching debugging interferes with the "proper" approach of programming through correctness proofs. This pernicious attitude, at least in my alma mater, could be traced back to E.W. Dijkstra, e.g. http://www.cs.utexas.edu/users/EWD/transcriptions/EWD02xx/EWD273.html http://www.cs.utexas.edu/users/EWD/transcriptions/EWD02xx/EW... http://www.cs.utexas.edu/users/EWD/transcriptions/EWD03xx/EWD303.html http://www.cs.utexas.edu/users/EWD/transcriptions/EWD03xx/EW... And he may not have been entirely wrong; it's not uncommon to see people spend insufficient time on reasoning about the correctness of their code from first principle, and jump directly into testing/debugging. On the other hand, using correctness proofs as the sole and sufficient means of writing code is just not a workable approach for most non-trivial problems.