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> To be clear, I take it that you are saying that... I'm going to answer these individually because the answers are all different. > a) everything Copilot is

by Kamq 4y ago

> To be clear, I take it that you are saying that... I'm going to answer these individually because the answers are all different. > a) everything Copilot is currently capable of can be found in libraries, The vast majority, perhaps not 100%. > b) learning how to do those things oneself is a waste of time It's a waste of time if the pupil doesn't actually want to do it. If they do want to do it, there's probably quite a bit of value to be had. It's personal value for the student, not as a field. Sort of like how I got quite a bit of value out of reading the old ITS documentation I found on github once, but I don't think I'd recommend it as part of the standard CS curriculum. > c) it does not matter if people entering industry as software developers cannot do that themselves. Correct. Assuming cannot means "without googling". > My point is that even if this is the case for a majority of such people, we still need the people who make all the library contents that are beyond Coplilot's capabilities, and we both seem to agree that its capabilities are limited. Sure, but that's a relatively small number of people. My point is that if using these tasks to measure aptitude is causing you problems because copilot exists, it's perfectly fine to just use something else. > The thing is, a world in which a lot of people can be productive software developers, without even being capable of writing the sort of algorithms Copilot is capable of, is highly dependent on the people who design and write the libraries that implement not only those algorithms, but also a great deal else that is beyond Copilot's capabilities. The industry may not need everyone to be able to do that, but then it is entirely dependent on those who can. Fair, but that's already the situation we're in with programming languages. We're entirely dependent on those as a field, and the vast majority of practitioners wouldn't be able to create a compiler or be anywhere near competent in language design. I would put the large frameworks (e.g. spring) in the same category. These trivial algorithms become like the opcodes for a particular processor. Someone has to know them, but basically everybody not working on a compiler can ignore it (unless it particularly tickles your fancy). I do have one small issue with your wording, however. Specifically the use of the word "capable" in this bit: > without even being capable of writing the sort of algorithms Copilot is capable of The people going into the field definitely need to be capable of implementing these sorts of algorithms. You're going to fail at so much of software if you aren't capable of something that trivial. It just doesn't need to be taught. These algorithms can be looked up if they're ever required. The ones that come up frequently will be naturally memorized and the others won't. This is a field where you have to learn new things, often without any sort of available expert in the subject, likely this will happen with an entire language or how to use a particular library. I'm comfortable with copilot the same way I am comfortable with a calculator. Sure, if you have to, you should be able to do a logarithm with a slide rule, but I'm ok with not teaching university students how to use a slide rule. And if a professor assigned a bunch of homework under the assumption that students were going to use a sliderule, and the students all used calculators, I'd tell them to just drop that particular lesson.

mannykannot 4y ago
We have reached a point of mutual understanding and considerable agreement, but I feel we have circled around to the original problem. In your last paragraph, you consider the case of calculator vs. slide rule, but one can, I think, make a more apposite case with calculator vs. learning arithmetic (and even if you don't agree that it is more apposite, the point can still be made!) By your logic, we should not be assigning any arithmetic problems that can be solved with a calculator. But why stop there? Even current calculators can do much more than basic arithmetic, and their capabilities pale in comparison to those of general-purpose computers. I do not believe you can teach mathematics in a way that begins at a point beyond what has been automated, and before long that may be true for computing as well. This has not led to the demise of mathematics education, and neither will it for computing, for the same reason in both cases: anyone who needs to use these tools to get through the introductory classes will wash out later - which brings us right back to spcebar's original comment about only hurting themselves in the long run.
- Kamq 4y ago
  > I think, make a more apposite case with calculator vs. learning arithmetic (and even if you don't agree that it is more apposite, the point can still be made!) By your logic, we should not be assigning any arithmetic problems that can be solved with a calculator. I think that's an excellent point, and one whose nuances shouldn't be un-examined. I guess the difference to me is that arithmetic feels more fundamental. I may be using fundamental in a weird way here, but I don't mean it in the sense of something that you build on. I mean it in the sense that arithmetic itself is the idea that's trying to be taught. Whereas a sorting algorithm has both a explanation as a semi-platonic ideal and as an implementation and they're very different things. You can fairly effectively wield the implementation only using the idea in your head, mostly regardless of your understanding of the implementation. In fact, it's generally considered good practice to hide an implementation from your eventual users. I'm not so convinced that you could do the same with arithmetic, although I'm open to arguments to the contrary. Now that I'm thinking about it, I think this is the dividing line between math and computing in my head. The ability to separate out the real world part from the ideal and operate the former using only the latter. Perhaps I'm mistaken, but I would be very surprised if a mathematician could operate without understanding arithmetic, but I've seen quite competent programmers construct APIs just fine without having been taught sorting algorithms.

by Kamq 4y ago

mannykannot 4y ago

We have reached a point of mutual understanding and considerable agreement, but I feel we have circled around to the original problem. In your last paragraph, you consider the case of calculator vs. slide rule, but one can, I think, make a more apposite case with calculator vs. learning arithmetic (and even if you don't agree that it is more apposite, the point can still be made!) By your logic, we should not be assigning any arithmetic problems that can be solved with a calculator. But why stop there? Even current calculators can do much more than basic arithmetic, and their capabilities pale in comparison to those of general-purpose computers. I do not believe you can teach mathematics in a way that begins at a point beyond what has been automated, and before long that may be true for computing as well. This has not led to the demise of mathematics education, and neither will it for computing, for the same reason in both cases: anyone who needs to use these tools to get through the introductory classes will wash out later - which brings us right back to spcebar's original comment about only hurting themselves in the long run.

Kamq 4y ago
> I think, make a more apposite case with calculator vs. learning arithmetic (and even if you don't agree that it is more apposite, the point can still be made!) By your logic, we should not be assigning any arithmetic problems that can be solved with a calculator. I think that's an excellent point, and one whose nuances shouldn't be un-examined. I guess the difference to me is that arithmetic feels more fundamental. I may be using fundamental in a weird way here, but I don't mean it in the sense of something that you build on. I mean it in the sense that arithmetic itself is the idea that's trying to be taught. Whereas a sorting algorithm has both a explanation as a semi-platonic ideal and as an implementation and they're very different things. You can fairly effectively wield the implementation only using the idea in your head, mostly regardless of your understanding of the implementation. In fact, it's generally considered good practice to hide an implementation from your eventual users. I'm not so convinced that you could do the same with arithmetic, although I'm open to arguments to the contrary. Now that I'm thinking about it, I think this is the dividing line between math and computing in my head. The ability to separate out the real world part from the ideal and operate the former using only the latter. Perhaps I'm mistaken, but I would be very surprised if a mathematician could operate without understanding arithmetic, but I've seen quite competent programmers construct APIs just fine without having been taught sorting algorithms.