Analyzes the arguments used in academic debates about choosing the first programming language for university computer science programs.
The article critiques modern education for focusing on rote memorization of formulas over intuitive understanding, using examples from math and science.
A critique of traditional statistics education, arguing for a more data-driven, question-focused approach using modern tools.
An engineer reflects on a difficult college project to argue that schools should teach debugging as a core skill, not just theory.
Compares Bayesian vs frequentist statistics for introductory courses, highlighting pedagogical pros and cons of each approach.
