=== ANCHOR POEM ===
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@user-381
I have this notion about a math/CS curriculum where students build and program
their own calculators. Once you make the calculator do it you never need to do
it yourself again.
for the same reason that "writing is thinking" is true, so too is "programming
is calculation" true.
by working through the steps required to produce a result, and fully
understanding each step, they have a much more solid understanding of what's
going on than if they practiced rote memorization (worse) or continual
computation (better, not best tho)
especially if every step of the way is accompanied with visual elements which
show exactly what is happening. Some people are more visual, some people are
more algorithmic, and finding a way to teach all types of people is a truly
difficult and rewarding part of teaching.
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=== SIMILARITY RANKED ===
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can't stop thinking about a visual programming editor that can be interacted
with in the same way that people are used to (think chromebooks dragging and
dropping icons in a web UI) but produces a text-file full of code and all the
required compilation scripts for any language the user requires...
seriously, programming is not THAT different between the different languages.
especially the main ones. they're all essentially variables and function calls
at the end of the day, so why not abstract away all the extra details and
build something that n00bz can actually use to build things.
I technically could make this but I don't have the bandwidth and I don't think
it's important really? who can say, the tools tend to co-create the solutions
in my experience.
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--- #2 fediverse/619 ---
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║ │ CW: drunken-ramblings-about-bash │ │
║ └──────────────────────────────────┘ │
║ │
║ │
║ Most of the functionality of most consumer programs could be accomplished with │
║ a bit of BASH scripting... For example, shuffling a music library, or writing │
║ a text document, or downloading the text of a web page, or sending a message │
║ to a friend, etc... │
║ │
║ All accomplish-able with fewer than 10-20 lines of code in clear, POSIX │
║ compliant and easily understood text that even a beginner could understand. │
║ │
║ Well, it would be understandable, if we actually taught our children how to │
║ compute in school. Why are they not taught BASH? It's not like it's │
║ complicated. With it, a sufficiently motivated high school student could │
║ develop skills that rival or exceed many of the university graduates we │
║ currently develop for our industry... Such a shame. │
║ │
║ Even an unmotivated student would be prepared for the world with the ability │
║ to solve problems logically. Break down the problem, identify relationships, │
║ understand procedural ordering of mechanics, and develop solutions to │
║ problems. Its not too hard │
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--- #3 fediverse/3155 ---
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│ CW: re: cursing-mentioned │
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@user-1461
my issue is that I've never really had project-mates. Every time I try nobody
will work with me. I applied to like, fifty different jobs, and nobody
interviewed me! Sheesh, guess they don't want me. FIFTY JOBS. Entry level.
Beginner programmer.
ah well. I guess they confused someone who would work for 40,000$ per year
with someone who was 1/3rd as useful as someone who deserved 120,000$ per year.
I'd love to get experience. I'm sure I'd feel significantly differently with
as much. Perhaps I'd even decide that programming professionally isn't for me,
which would feel... quite defeating
who can say. Not I, for I have not experienced it. Though I will say my time
in hardware taught me that I'm fragile and can't work too much. Like a scalpel
that dulls when used consistently, I am a scalpel that gets no practice... Is
that really useful at all? who can say. Not I, for I have not experienced it.
Though I do like writing logical machines. Laying out data. Picturing
structures.
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--- #4 fediverse/2124 ---
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║ seriously, just google docs mixed with WC3 editor. │
║ │
║ boom, infinite storytelling device. As long as you were good with it, which │
║ was something that a CHILD could learn in like 3-6 months. │
║ │
║ Seems like it could be an ENTIRELY NEW SKILL that people could play with. │
║ │
║ But no, we learn excel and word in class at middle school. │
║ │
║ boring. │
║ │
║ I'd rather learn Bash or terminal customization or memory hierarchy │
║ organization. │
║ │
║ Yeah I mean that's cool but dude have you heard of multithreading? It's so │
║ cool, you can run like 500 different thoughts at once. It's amazing. │
║ │
║ ... I dunno, but I'm sure there's times when you'd want to use it. Like, │
║ processing a lot of data little-by-little. │
║ │
║ like, what if you had a camera feed of EVERY social media perspective AT ALL │
║ TIMES. Like, an instance admin streaming your inputted text to their databanks │
║ that they can project onto an LLM which interprets and identifies mis-aligned │
║ or altered direction units and mark them as "flagged", whatever that means, │
║ for their future the algorithm doesn' │
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--- #5 fediverse/5911 ---
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║ I was always fascinated by the Linux way of programming. Need to do something? │
║ write it into a script! You never know when you'll need it again. Then, just │
║ stay organized, religiously so, and understand that you will forget about │
║ stuff. But, you'll come across it eventually, ready and willing and able to │
║ help you. │
║ │
║ if you don't want me using AI, then give me ~20 junior developers. Which is │
║ more efficient, do you think? │
║ │
║ "girl you haven't even tested your vibe-coded slop, how do you know if it │
║ works" │
║ │
║ oh I'm sure it doesn't, but it's the thought that counts │
║ │
║ ... I guess I'm just saying, please don't burn the data centers. Computers are │
║ not only bad for the environment when they're burnt, but also we can use them │
║ for all kinds of neat things. Even if it takes a lot of energy, just... build │
║ more solar panels and only use the computers for important stuff? │
║ timeshare-style? │
║ │
║ \@/documents/books/man-and-the-computer.pdf │
║ │
║ that was my mother's book... I love her. I miss that side of her. She fled │
║ when the cancer came. │
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--- #6 messages/110 ---
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The best way to program computers is to organize them according to their
relations. Like, when x increases by 4 then y increases by 2 - basically, a
math equation that you can continuously solve by calculating more and more
comprehensively and deeply.
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--- #7 fediverse/5212 ---
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the reason you start with a game engine is because then you'll have tools to
make however-many games you want. Tools that you know intimately enough that
you can debug and improve them without breaking your creative flow by learning
something new halfway through a project
the whole point of individualized projects instead of viewing each computer as
a complete and total whole (why do we need servers again?) is that you can
paint a picture of where the design of the program is intended to go, such
that all the considerations are in place and whatever issues or struggles you
might face along the way are adequately addresssed, -- stack overflow --
[because I mistyped addressed] -- -- if you know what "stack overflow" means
you have intimate knowledge of the technology, and can probably guess what it
means in context when I say it. "nuts I lost that train of thoguht" -- stackl
ov
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--- #8 fediverse/3560 ---
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@user-1209
I mean, if you consider the past as despotic in nature, then it makes a bit
more sense that we'd lean left as time progressed. All things are defined in
waves, after all, at least until they reach escape velocity.
the goat is talking about math, ritz
oh yes of course. the issue is that if you're coming from a math background
you start with the calculation and store it in a variable as an afterthought.
but programming is more algorithmic than computational, meaning things only
reduce at runtime (hidden from the user of course by the compiler)
an algorithmic perspective is "here's a box. Put this value in the box. Use
the box later." while a calculating perspective is "here's some complicated,
difficult equation. Let's wrap it up with a single name so that we can easily
use it later."
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this is all it takes to send a message to a local LLM.
add a third function to get chatbot functionality.
a fourth to get a database storing method
(even if it's just in .txts)
great, you've mastered the technical difficulty in using AI. Now you gotta
learn all the other kind of programming so you can use this for situations
that need interpretation moment to moment.
aka active duty systems.
something like "output a 0 if the next text is [category.iter()]: " +
output.get_content() + " \n\n output a 1 if the next text is
[category.iter()]: " + output.get_content()"
or even "describe this thing as most like one of these characteristics" until
eventually you get THX-1138 if the characters were computers.
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--- #10 fediverse/6015 ---
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│ CW: AI-mentioned │
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In 2025, if you want to create a piece of software your options are to either:
devote your life to it, or use AI to build a semi-working prototype that you
can use to pitch your idea to a bunch of people who have devoted their lives
to learning how to use your idea as documentation while they build it from
scratch, throwing out most of the code but keeping all the checklists and
progress-trackers you built along the way, perhaps even utilizing some of your
tooling that you used while constructing the scaffolding of this monstrous
application that you won't be using most of the source-code for.
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--- #11 fediverse/275 ---
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║ │ CW: re: education-homeschool-theory │ │
║ └─────────────────────────────────────┘ │
║ │
║ │
║ @user-206 absolutely. the idea I had scribbled down in my notebook there was │
║ a rotation of 3 teachers that were pseudo-randomly selected (prioritizing │
║ teachers who excelled at topics the student was interested in) and you could │
║ always ask for new ones or whatever. the idea is that instead of paying for │
║ the best teachers in the land (as the aristocracy once did) you'd be randomly │
║ assigned them, meaning everyone would have a fair shot at getting a teacher │
║ that really clicked with them. thus eliminating the inequality, while also │
║ maintaining the individual attention. │
║ │
║ not sure if the numbers would work out, but if not then more teachers would │
║ have to be trained. I'm assuming that most of the basic questions could be │
║ handled with a teaching LLM while the human teachers would oversee the │
║ meta-progress and offer insight to difficult problems. right now teachers are │
║ mostly occupied being babysitters... meh I don't like that dynamic. I think it │
║ should be about mental stimulation instead. │
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--- #12 fediverse/5291 ---
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the most important skill I can think of for a linux software engineer is the
ability to connect multiple systems together and turn windows and macintosh
devices into Linux devices so that datacenters can be built out of whatever's
on the around.
there's this programming language I like called Chapel for distributed
computation computing which is also cool, if you're more of the programming
type.
networking security I believe often has hardware solutions, so getting the
crypto-graphy boys and the PCB girls together to work on some jams is a good
and productively useful gathering of insightful events
"but ritz computers should only be used to solve problems that people have,
not make more problems!" ah yes but have you considered that problems find
you, and the computers help you work through them
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--- #13 fediverse/2056 ---
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║ sometimes I think about how you can store number values in letters, in │
║ addition to numbers. Like, ascii values for each word of your grandma's maiden │
║ name. All you have to do is encode it, and suddenly "44 means something │
║ different than Q" │
║ │
║ if I showed up at your place and used your username as a password to a public │
║ key I'm showing you in my hand, would you trust me then? Would you trust if we │
║ ran the simulation on your computer versus mine? Would you trust if I had │
║ never told you I knew where you lived? │
║ │
║ ... probably, tbh, I'm desperate for adventure. Though I got some good things │
║ going for me, so you'll have to convince me. (not the right attitude in an │
║ election year, just saying) │
║ │
║ why are elections so perilous this is NOT what democracy is designed for │
║ │
║ when kids cry in preschool, they're sent to a different room (or put outside) │
║ until they stop making noise and ruining it for others. That's just natural, │
║ like "hey baby let's walk around the block while I bounce you on my shoulder │
║ and hum calming music to │
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seriously, why don't computers just naturally ship with 100 years of ROM
then, microphones are experience, and BOOM you got a new sentient race. Takes
a while to grow aware though. A lot less if you are actively teaching it how
to
[tick tock]
low level enemies should band together when they start to feel outmatched.
thus, parity is reached, without depriving us of potential.
put the cool people next to the cool people
collectively owned housing is just people deciding who lives in which housing.
don't you trust your friendly queer realtor?
collectively doesn't have to mean completely silo-ed and isolated. you should
have access to ALL higher communities at any time that you want. Scheduling is
a disaster, but you can get through it. just... build a schedule for every
single person on earth and suddenly nobody has freedom unless they put "doin'
what I want" on their moment-to-moment card
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--- #15 fediverse/581 ---
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@user-428
sometimes I think about how much more productive I'd be if I had a code editor
that let me draw arrows and smiley faces and such alongside the code. Or if I
could position things strangely, like two functions side-by-side with boxes
drawn around them. Or diagrams or flowcharts or graphs or...
something that would output to raw txt format, but would present itself as an
image that could be edited.
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--- #16 fediverse/5115 ---
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│ CW: collective-organization-mentioned │
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the more complicated your desktop environment interaction method is, the
harder it is to explain how to use the computer on post-it's to the side. This
difficulty is valuable because the most valuable computers (those of
programmers who can use tools to create new tools) are kept away from the
unfortunately inexperienced hands that might damage or corrupt their
utilization methods someday in the future when people are alive as one host
(collectivism... or host-based paradise?)
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--- #17 fediverse/857 ---
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║ I feel like I'd learn from coding tutorials more if someone started with a │
║ complete program they can fit on one panel of their screen, a second for │
║ showing what each particular thing they're pointing at means, and a third for │
║ a typical usecase they might build and dismantle on the fly. │
║ │
║ like, scientific toys that they could use to explain a particular phenomena. │
║ the way people used to have 3d models they either bought or built themselves │
║ of like, atoms and wind patterns and stuff they could explain to kids. │
║ │
║ you know, like exactly the kind of things that are commonly stored at │
║ children's museums. │
║ │
║ I was homeschooled, so I went to those places quite a lot. I always felt a │
║ little unwelcome because I always seemed to be the eldest in every bunch. │
║ That's continued all throughout my adulthood, like each of my peers are just a │
║ few years younger than me. I think I just mature more slowly, and thus │
║ associate with below the average. │
║ │
║ it's like, a descriptor of your rate of defining reality and being guided by │
║ it. when │
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--- #18 fediverse/4123 ---
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@user-883
you're right
but I think your first impulse should be to think about how to do it in a
multithreaded way
If the result is that single-threading would be better, great! It'll be easier!
But thinking about multithreading first will give you crucial insights into
the structure of the program.
depending on what kinds of programming you do...!
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--- #19 fediverse/1602 ---
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║ @user-1037 │
║ │
║ those all seem really cool though! They all kinda have the same basic UI tho, │
║ kinda feel like there's opportunities for different kinds of expression. Like, │
║ in game design there's a lot of different genres, and yeah sidescrollers │
║ include mario and sonic but they're both very different experiences. So too │
║ perhaps could we interact with our computers by programming them in more │
║ engaging ways. │
║ │
║ they say some people are visual learners, others need to be taught, some │
║ people need to watch someone else doing it, and a few might just learn by │
║ plugging their brains into a computer and downloading a black belt in kung fu. │
║ │
║ Maybe typing long paragraphs of logic makes sense for some people, I know for │
║ most it doesn't come naturally. Maybe some people are more used to like, │
║ looking at maps that you can examine at different levels of abstraction. Like │
║ players who play Paradox games zooming from a national perspective to states │
║ and individuals and all the other things they might want to strategize using. │
║ Or m │
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--- #20 fediverse/6438 ---
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why would you gatekeep content by keeping us from easily using LLMs some
people aren't technical and still need to write computer programs because
that's how you enlighten a people is empower them with new tools
"I've never heard of that programming language, but luckily I can fit all of
it's documentation in my context window."
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