I really disagree with the straightforward reduction of engineering to 'math but practical', but I'm finding it hard to express exactly why I feel this way.
The history of mathmatical advancement is full of very grounded and practical motivations, and I don't believe that math can be separated from these motivations. That is because math itself is "just" a language for precise description, and it is made and used exactly to fit our descriptive needs.
Yes, there is the study of math for its own sake, seemingly detached from some practical concern. But even then, the relationships that comprise this study are still those that came about because we needed to describe something practical.
So I suppose my feeling is that, teaching math without a use case is like teaching english by only teaching sentence construction rules. It's not that there's nothing to glean from that, but it is very divorced from its real use.
I don't think this is quite the same comparison. In Rust, multiple mutable pointers to the same object can exist at the same time. So, it's similar to C in this way. It is mutable references that must be exclusive.
It's besides the point whether C pointers are more similar to Rust pointers or references. It's even true that pointers BY THEMSELVES have fewer constraints in Rust than in C . It's in the interaction between pointers and references that it's very easy to trigger undefined behavior in Rust.
Besides the fact I already mentioned about the dangers of casting pointers to references, there's also the problem that pointers are only valid as long as no operations are done with references to the same object (no interleaving). On top of it, the autoborrowing rules make it so it's not always clear when a reference is being taken (and operated upon).
So yes, in my opinion _unsafe_ Rust is significantly more difficult to get right than C.
Words are not reducible to technical statements or algorithms. But, even if they were, then by your suggestion there's not much point in talking about anything at all.
They absolutely are in the context of a technical, scientific or mathematical subject.
Like in the subject of LLMs everyone knows what a "token" or "context" means, even if they might mean different things in a different subject. Yet, nobody knows what "consciousness" means in almost any context, so it is impossible to make falsifiable statements about consciousness and LLMs.
Making falsifiable statements is the only way to have an argument, otherwise its just feelings and hunches with window dressing.
This is abhorrent. The feeling of safety underpins emotional well-being. What you advocate is only the repetition of past suffering. Without safety, what is left but fear?
Reality? And those safe spaces are built upon and upheld by others - who bully the other mean bullies to keep it that way. Every part of civilization is a energetic effort and if the civilization runs low on energy/supplybribery - the space closes with a thunderclap as the structure giveth.
I am often left confused by responses like this. I think it would be fair to suggest that some significant percentage of chidren suffer in schools or have harrowing experiences that they are going to carry with them through life until dealt with. If this is the case, why on earth should a conclusion about school _not_ be drawn? I don't believe you are meaning to suggests that the situation as it stands doesn't need change, but that is nonetheless implicit in your statements.
From my position, saying: "I'd be wary of drawing too many wide-ranging conclusions about school education as a whole from it." Comes close to invalidating the experience of another.
Whether school is a net benefit (that can stand to be improved) or a net detriment (a system that needs to be uprooted and upended entirely) depends significantly on that "some significant percentage".
If the percentage is 10% of children suffering through school, that's a horrendous number, but still leaves school as an overall positive experience for the vast majority, even though significant work needs to be put it to fix its problems.
If the percentage is 50% of children suffering, then it's a crapshoot if your child will benefit or be deeply disturbed by school, and the whole system needs to be torn down and rebuilt from scratch.
One anecdotal experience can't help one decide which of these is the right approach. I'd venture a guess that, since most people are not clamoring for fundamental school system reforms, the experience of most voting adults has been largely positive or at least neutral in school.
The author paints a picture of schools as literal prison, as a place where children are forced to go to waste their time and be tortured. They invite the reader to conclude that the entire exercise is worthless and should be abandoned -
"Education? You probably mean repeating exercises in rote? You likely mean memorisation? That’s not education."
"I find it hard to think of school as anything more than forced internment for children while their parents go to work, with exercises designed to keep you busy more than to give a functional understanding. "
> why on earth should a conclusion about school _not_ be drawn?
It depends on the conclusion. If the conclusion is "school as a concept is so irredeemably bad that we should scrap schools entirely because of my experiences", I'm not sure it's supportable because of the lack of universality.
If the conclusion is "some schools have been run so poorly that students are left with lifelong emotional scars and little education to show for it, we need to do something about that", I'm all onboard.
Feel (some) of your pain - was bullied some in school, and actually had terrible compressed nerve problems that made sitting in high school all day terrible. But think what this person is saying is that this probably isn't the experience of most students. And in all humbleness, would have to agree, don't think me and my friends wouldn't say it's was an extremely abuse experience.
Not saying it doesn't need to be fixed, but that like most systems handling large volumes, for better or worse, it caters to the majority:(
40's, male, had a horrible experience at state secondary school in semi-rural Scotland. I now have young kids in primary, and I can see how shit the education aspect in particular is - my kids constantly complain about how boring it is, and one finds everything ridiculously easy. For example, he's been doing addition and subtraction up to ten at school for 3 years!?
Disrespect is part of progress, respectful humans are liable to blindness of flaws. Just as part of youthful creativity is disregard for what has come before.
It's a double-edged sword: ancestor-worship blocks progress, but throwing the baby out with the bathwater also blocks progress. Real fundamental progress comes from the tiny minority that avoids both.
If all disrespecting is to belittle and look down upon, then fair enough, I agree with you. What I meant, in perhaps an ill-phrased manner, was that overemphasised respect can often lead to stasis, where people might not want to change in case they are seen as disrespectful. Hence my use of disrespect, in that it is a relative judgement, and which can and has been used to discourage creative difference or just difference in general.
I don't disagree with being cynical about social media, but community belief is the overwhelming mechanism by which fact is decided throughout history, including now.
A community can certainly have beliefs, doesn't make them true in a factual sense. Some things are "decided" by the majority opinion, like how we think of gender. Others have an objective truth, whether the majority likes it or not.
"Community belief", or the appearance of it, can be engineered by a bad actor with sufficient resources: an authoritarian state, a think-tank with sufficiently rich sponsors, or the platform itself.
Care to expand upon the issues you were running into with hypothesis? I'm genuinely curious as I may soon be evaluating whether to use it in a professional context.
Surely an ability to balance requires that both sides of an issue be deemed somehow legitimate, no? In which case, surely there must be some sort of "right" which forbids injuries to nature, without which there can be no legal standing to prevent such injuries. In other words, why is there a procedural right to pollute and yet no right to stop pollution?
Virtually all legal systems are permissive in the sense that anything not prohibited is permissible. That's why basically all laws prohibit activity, and permitting activity is generally done by repealing/modifying the law prohibiting that activity.
The underlying issue here is that the state passed a law prohibiting local governments from granting rights to water to their citizens. The state prohibition supersedes the local government, so this local law is only allowed if they can find something that supersedes the state law (eg some part of the state constitution). No such clause exists in the state constitution, nor in any other state law.
If state law or the state constitution was modified to grant that right, the local law would be allowed to stand.
This is less about rights and more about state law superseding local law.
I dont think it requires an equal and opposite right. First off, not everything is balanced. Second, opposition and balancing can come from very different rights. For example, private property rights can balance. You can sue for injury when pollution impacts your private property. It may be legal for someone to pollute the stream (all else being equal), but illegal for someone to pollute the stream that you were already using for drinking water.
The history of mathmatical advancement is full of very grounded and practical motivations, and I don't believe that math can be separated from these motivations. That is because math itself is "just" a language for precise description, and it is made and used exactly to fit our descriptive needs.
Yes, there is the study of math for its own sake, seemingly detached from some practical concern. But even then, the relationships that comprise this study are still those that came about because we needed to describe something practical.
So I suppose my feeling is that, teaching math without a use case is like teaching english by only teaching sentence construction rules. It's not that there's nothing to glean from that, but it is very divorced from its real use.