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this post was submitted on 27 May 2024
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While I agree mostly with the blunt of the thesis - 80% of the job is reading bad code and unfucking it, and ChatGPT sucks in all the ways - I disagree with the conclusions.
First, gen AI shifting us towards analysing more bad code to unfuck is not a good thing. It's quite specifically bad. We really don't need more bad code generators. What we need are good docs, slapping genAI as a band-aid for badly documented libraries will do more harm than good. The absolute last thing I want is genAI feeding me with more bullshit to deal with.
Second, this all comes across as an industrialist view on education. I'm sure Big Tech would very much like people to just be good at fixing and maintaining their legacy software, or shipping new bland products as quick as possible, but that's not why we should be giving people a CS education. You already need investigation skills to debug your own code. That 90% of industry work is not creative building of new amazing software doesn't at all mean education should lean that way. 90% of industry jobs don't require novel applications of algebra or analytical geometry either, and people have been complaining that "school teaches you useless things like algebra or trigonometry" for ages.
This infiltration of industry into academia is always a deleterious influence, and genAI is a great illustration of that. We now have Big Tech weirdos giving keynotes on CS conferences about how everyone should work in AI because it's The Future™. Because education is perpetually underfunded, it heavily depends on industry money. But the tech industry is an infinite growth machine; it doesn't care about any philosophical considerations with regards to education; it doesn't care about science in any way other than as a product to be packaged and shipped ASAP to grow revenue, doesn't matter if it's actually good, useful, sustainable, or anything like that. They invested billions into growing a specialised sector of CS with novel hardware and all (see TPUs) to be able to multiply matrices really fast, and the chief uses of that are Facebook's ad recommendation system and now ChatGPT.
This central conclusion just sucks from my perspective:
While yes, this is why even a "run-of-the-mill" job as a programmer is not likely to be outsourced to an ML model, that's definitely not we should aspire the value added to be. People add value because they are creative builders! You don't need a higher education to be able to patch up garbage codebases all week, the same way you don't need any algebra or trigonometry to work at a random paper-pushing job. What you do need it to is to become the person that writes the existing code in the first place. There's a reason these are Computer Science programmes and not "Programming @ Big Tech" programmes.
It didn't read to me like she was a fan of this shit at all, but was despairing of it and looking for ways to teach actual competence despite it
I'm probably projecting a baggage of dozens of conversations with people that unironically argue that a CS university should prepare you for working in industry as a programmer, but that's because I can't really discern the author's perspective on this from the text.
In either case,
I think my point is that "competent programmer" as viewed by the industry is a vastly different thing than a "competent computer scientist" in a philosophical sense. Computer science really struggles with this because many things require both being a good engineer and a good scientist? For an analogy, an electric engineer and a physicist specialising in electrical circuits are two vastly different professions, and you don't need to know what an electron is to do the first. Whereas in computer science, like, you can't build a compiler without knowing your shit both around software engineering and theoretical concepts.
Let me also add that I think I never wrote a post where I would more like people to come and disagree with me. I might be very well talking some bullshit based on my vibes here, since all of this is basically vibes from mingling around with both industry and academia people...
If you keep in the mind the original angst of the students “I have to learn how to use LLMs or I’ll get left behind” they themselves have a vocational understanding of their degree. And it is sensible to address those concerns practically (though as stated in another comment, I don’t believe in accepting the default use of generative tools).
On a more philosophical note I think STEM fields (and any really general well-rounded education) would benefit from delving (!) deeper in library science/archival science/philosophy and their application to history, and that coincidentally that would make a lot of people better at troubleshooting and legacy code untangling.
Ooh, would you say more about this? I have opinions, but that’s because I’m a programmer now but formerly a librarian & archivist (on the digital side, it’s more common to go back and forth between them; it’s the same degree).