Why MIT switched from Scheme to Python (2009)

This story has been reposted many times, and I think GJS's remarks (as recorded by Andy Wingo) are super-interesting as always, but this is really not a great account of "why MIT switched from Scheme to Python."

Source: I worked with GJS (I also know Alexey and have met Andy Wingo), and I took 6.001, my current research still has us referring to SICP on a regular basis, and in 2006 Kaijen Hsiao and I were the TAs for what was basically the first offering of the class that quasi-replaced it (6.01) taught by Leslie Kaelbling, Hal Abelson, and Jacob White.

I would defer to lots of people who know the story better than me, but here's my understanding of the history. When the MIT EECS intro curriculum was redesigned in the 1980s, there was a theory that an EECS education should start with four "deep dives" into the four "languages of engineering." There were four 15-unit courses, each about one of these "languages":

- 6.001: Structure and Interpretation of Computer Programs (the "procedural" language, led by Abelson and Sussman)

- 6.002: Circuits and Electronics ("structural" language)

- 6.003: Signals and Systems ("functional" language)

- 6.004: Computation Structures ("architectural" language)

These were intellectually deep classes, although there was pain in them, and they weren't universally beloved. 6.001 wasn't really about Scheme; I think a lot of the point of using Scheme (as I understood it) is that the language is so minimalist and so beautiful that even this first intro course can be about fundamental concepts of computer science without getting distracted by the language. This intro sequence lasted until the mid-2000s, when enrollment in EECS ("Course 6") declined after the dot-com crash, and (as would be expected, and I think particularly worrisome) the enrollment drop was greater among demographic groups that EECS was eager to retain. My understanding circa 2005 is that there was a view that EECS had broadened in its applications, and that beginning the curriculum with four "deep dives" was offputting to students who might not be as sure that they wanted to pursue EECS and might not be aware of all the cool places they could go with that education (e.g. to robotics, graphics, biomedical applications, genomics, computer vision, NLP, systems, databases, visualization, networking, HCI, ...).

I wasn't in the room where these decisions were made, and I bet there were multiple motivations for these changes, but I understood that was part of the thinking. As a result, the EECS curriculum was redesigned circa 2005-7 to de-emphasize the four 15-unit "deep dives" and replace them with two 12-unit survey courses, each one a survey of a bunch of cool places that EECS could go. The "6.01" course (led by Kaelbling, Abelson, and White) was about robots, control, sensing, statistics, probabilistic inference, etc., and students did projects where the robot drove around a maze (starting from an unknown position) and sensed the walls with little sonar sensors and did Bayesian inference to figure out its structure and where it was. The "6.02" course was about communication, information, compression, networking, etc., and eventually the students were supposed to each get a software radio and build a Wi-Fi-like system (the software radios proved difficult and, much later, I helped make this an acoustic modem project).

The goal of these classes (as I understood) was to expose students to a broad range of all the cool stuff that EECS could do and to let them get there sooner (e.g. two classes instead of four) -- keep in mind this was in the wake of the dot-com crash when a lot of people were telling students that if they majored in computer science, they were going to end up programming for an insurance company at a cubicle farm before their job was inevitably outsourced to a low-cost-of-living country.

6.01 used Python, but in a very different way than 6.001 "used" Scheme -- my recollection is that the programming work in 6.01 (at least circa 2006) was minimal and was only to, e.g., implement short programs that drove the robot and averaged readings from its sonar sensors and made steering decisions or inferred the robot location. It was nothing like the big programming projects in 6.001 (the OOP virtual world, the metacircular evaluator, etc.).

So I don't think it really captures it to say that MIT "switched from Scheme to Python" -- I think the MIT EECS intro sequence switched from four deep-dive classes to two survey ones, and while the first "deep dive" course (6.001) had included a lot of programming, the first of the new survey courses only had students write pretty small programs (e.g. "drive the robot and maintain equal distance between the two walls") where the simplest thing was to use a scripting language where the small amount of necessary information can be taught by example. But it's not like the students learned Python in that class.

My (less present) understanding is that >a decade after this 2006-era curricular change, the department has largely deprecated the idea of an EECS core curriculum, and MIT CS undergrads now go through something closer to a conventional CS0/CS1 sequence, similar to other CS departments around the country (https://www.eecs.mit.edu/changes-to-6-100a-b-l/). But all of that is long after the change that Sussman and Wingo are talking about here.

I'm a bit disappointed by some of the responses you received and that you were apparently downvoted.

Here's some text from Chapter 1 of the book that might make this clearer:

> Procedures, as introduced above, are much like ordinary mathematical functions. They specify a value that is determined by one or more parameters. But there is an important diﬀerence between mathematical functions and computer procedures. Procedures must be eﬀective.

> As a case in point, consider the problem of computing square roots. We can define the square-root function as √x = the y such that y≥0 and y^2 = x .

> This describes a perfectly legitimate mathematical function. We could use it to recognize whether one number is the square root of another, or to derive facts about square roots in general. On the other hand, the definition does not describe a procedure. Indeed, it tells us almost nothing about how to actually find the square root of a given number. It will not help matters to rephrase this definition in pseudo-Lisp:

    (define (sqrt x)
      (the y (and (>= y 0)
        (= (square y) x))))

> This only begs the question.

> The contrast between function and procedure is a reflection of the general distinction between describing properties of things and describing how to do things, or, as it is sometimes referred to, the distinction between declarative knowledge and imperative knowledge. In mathematics we are usually concerned with declarative (what is) descriptions, whereas in computer science we are usually concerned with imperative (how to) descriptions.

[There's more after this, but it is off-topic for our purposes.] IMHO you're not wrong and you shouldn't've been downvoted. I think there's just an issue with semantic drift and evolving terminology and map-is-not-the-territory and so forth going on.