21 APR 2017 by ideonexus

 Code is Not Literature

Code is not literature and we are not readers. Rather, interesting pieces of code are specimens and we are naturalists. So instead of trying to pick out a piece of code and reading it and then discussing it like a bunch of Comp Lit. grad students, I think a better model is for one of us to play the role of a 19th century naturalist returning from a trip to some exotic island to present to the local scientific society a discussion of the crazy beetles they found: “Look at the antenna on this...
Folksonomies: programming coding hacking
Folksonomies: programming coding hacking
  1  notes

Seibel's observation that reading code is less like literature and more like science is dead on. No matter how readable the code is, when I'm confronted with 10,000 lines of it spread across numerous encapsulated functions, I must tackle it very differently from how I read prose. With a complex literary text, I can just read it in linear fashion with occasional segueing to look up words and concepts, with well-engineered code I must follow numerous cases into different flows of logic. These aren't the same at all.

I appreciate that he's trying to dispel the idea that we "read" code as we read for pleasure, I learn from code by experimenting with it. I open up the debugger and step through it, watch the variables change and see where it goes when I execute it. Most of all, I learn by changing that code and trying to build on it. I have enhanced my javascript skills immensely in recent years by cloning various projects on github and trying to expand on them or adopt them to my own purposes. I don't recommend opening up a code base and just reading it, actively engage it, break it, and enhance it.

15 MAR 2017 by ideonexus

 Games Allow Experimentation

One way to achieve genuine engagement in students is to provide them with the opportunity to experiment with scenarios in which they can examine complex issues and interactions. Games provide a safe and interactive way for kids to engage with complex ideas, put themselves in others’ roles and analyze issues from a perspective different from their own. This gives game-based learning incredible potential to provide students with a reason to engage with difficult content and to feel invested i...
Folksonomies: game-based learning
Folksonomies: game-based learning
  1  notes

Let’s play! Transforming My Teaching to Match My Students Miranda Salguero

15 JUN 2016 by ideonexus

 How Scientific Thought Differs from Ancient Thought

If we consent for the time being to denude the mind of philosophical and metaphysical presuppositions, and take the matter in the most simple and naive way possible, I think our answer, stated in technical terms, will be that [science] substitutes data for objects. (It is not meant that this outcome is the whole effect of the experimental method; that as we saw at the outset is complex; but that the first effect as far as stripping away qualities is concerned is of this nature.) That Greek sc...
  1  notes

Ancient thought saw things as immutable, to be appreciated aesthetically. Science sees the world as an endless series of mysteries to be solved.

19 DEC 2014 by ideonexus

 John Cleese on Writing and Performing as Science

DAVIES: You know, and you say many times in the book that you're more a writer than a performer. CLEESE: It's always hard for people to believe that because of course, anytime they've seen me it's because I've been performing. You know, they don't go to their televisions and switch them on and see me sitting at home writing, you know? So naturally, people's image is of a performer, but the reality is the writing for me has always been the most important thing and the most rewarding thing. An...
Folksonomies: science comedy
Folksonomies: science comedy
  1  notes