Readit News"And yet, now that I am an old, old man, I must confess that of all the faces that appear to me out of the past, the one I see most clearly is that of the girl of whom I've never ceased to dream these many long years. She was the only earthly love in my life, yet I never knew, nor ever learned, her name."
A character walks around a big ornate classic library, pulling books from bookshelves looking for a special book that causes a shelf to rotate around and reveal a hidden room and treasure chest. The player can read the books and some are just filler but some have clues about the special book. If this can be done with art, animations, sound, UI, the usual stuff, I'll believe the parent poster's claim to be true.
As someone using LLM-based workflows daily to assist with personal and professional projects, I'll wager $250 that this is not possible.
I think there is a consensus about what a student should end up knowing. Even if they are not going to become developers, they should be able to edit text files; they should be able to run commands from the terminal; they should understand PATH. They should create a virtual environment every time they start a new project.
Where we might disagree is how to get them to the point where they know all those things.
I offered to write this post for a colleague who is now facing the issue I faced when I taught last spring. My only goal was to help the students who can't get started running Python from python.org. When I say that they don't know what an editor is or how to use the command line, I just taking those as the facts on the ground. What I didn't say (at least not very clearly) is that they need to learn these other things. I did hint in the end that some of these probably need to come before learning to use a virtual environment. I know this is controversial.
Because the first post was narrowly focused, I wrote a subsequent blog post called "Environment as Code" that is more specific about the goal and offers a specific sequence to follow to get there.
If you have any reactions, I'd be interested to hear them. In a deep sense, I think that the issue here is how to free students from the GUI. If we can do this, it will change how they interact with the computer for the rest of their lives. If there is a better way, I'll be happy to support it.
Dealing with environments and understanding how different parts of the filesystem relate to each other is its own pretty steep learning curve. You wouldn't want them to get tripped up on that while they are learning to program, so I think I would opt to teach the two as entirely different concepts and not mix them at first.
No idea if an appropriate IDE/plugin combination exists! Surely there is one.
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Maybe there is a difference, but it's intangible.
Maybe it is to the number line what Planck Length is to measures.
As a non-math-guy, I understand and accept it, but I feel like we can have both without breaking math.
In a non-idealized system, such as our physical reality; if we divide an object into 3 pieces, no matter what that object was we can never add our 3 pieces together in a way that recreates perfectly that object prior to division. Is there some sort of "unquantifiable loss" at play?
So yea, upvoting because I too am fascinated by this and its various connections in and out of math.
0.3... = 1/3
0.6... = 2/3
0.9... = 3/3 (= 1)