←back to thread

284 points borski | 1 comments | | HN request time: 0.209s | source
Show context
MontyCarloHall ◴[] No.44685710[source]
Isn't this just part of the broader trend of CS departments switching away from teaching computer science to teaching computer engineering, which in turn is part of the more general trend of colleges becoming more vocational?

LISP dialects like Scheme are excellent for teaching pure computer science because they are the closest thing to executing lambda calculus expressions. Whereas Python is excellent for teaching applied computer engineering, because it's essentially executable pseudocode for imperative languages, and imperative languages are the most common language a computer engineer encounters in the real world.

replies(18): >>44685819 #>>44685842 #>>44685939 #>>44686019 #>>44686088 #>>44686154 #>>44686222 #>>44686308 #>>44686321 #>>44686533 #>>44686596 #>>44686808 #>>44687195 #>>44687197 #>>44688209 #>>44688239 #>>44688473 #>>44688736 #
1. zahlman ◴[] No.44688736[source]
> Whereas Python is excellent for teaching applied computer engineering, because it's essentially executable pseudocode for imperative languages

Python offers quite good multi-paradigm support and could absolutely be used to explore many key concepts from SICP (granted, nothing is as meta-programmable as the Lisp family, since AST manipulation in other languages requires additional steps to actually obtain an AST). In particular, since Python's object model includes functions, higher-order functions are possible (and indeed, `map` is a builtin, and `reduce` is in the standard library after previous demotion from builtin status). Nowadays of course it's fashionable to litter the code with manifest type hints, which are a distraction to that sort of pedagogy. However, they are still entirely optional, have zero-to-generally-irrelevant effect at runtime, and can simply be disregarded.