TITLE: Keeping Up Versus Settling Down AUTHOR: Eugene Wallingford DATE: April 13, 2009 7:36 PM DESC: ----- BODY: The last few days I have run across several pointers to Scala and Clojure, two dynamic languages that support functional programming style on the JVM. Whenever I run into a new programming language, I start thinking about how much time I should put into learning and using it. If it is a functional language, I think a bit harder, and naturally wonder whether I should consider migrating my Programming Languages course from the venerable but now 30-plus-years-old Scheme to the new language. My time is finite and in scarce supply, so I have to choose wisely. If I try to chase every language thread that pops up everywhere, I'll end up completely lost and making no progress on anything important. Choosing which threads to follow requires good professional judgment and, frankly, a lot of luck. In the worst case, I'd like to learn something new for the time I invest. Scala and Clojure have been on my radar for a while and, like books that receive multiple recommendations, are nearing critical mass for a deeper look. With summer around the corner and my usual itch to learn something new, chances go up even more. Could one of these languages, or another, ever displace Scheme from my course? That's yet another major issue. A few years ago I entertained the notion of using Haskell in lieu of Scheme for a short while, but Scheme's simplicity and dynamic typing won out. Our students need to see something as different as possible from what they are used to, whatever burden that places on me and the course. My own experience with Lisp and Scheme surely had some effect on my decision. For every beautiful idea I could demonstrate in Haskell, I knew of a similar idea or three in Scheme. My circumstance reminds me of a comment by Patrick Lam to a blog entry at Learning Curves:
I've noticed that computer science faculty technology usage often seems to be frozen to when they start their first tenure-track job. Unclear yet if I'll get stuck to 2008 technology.Lam is wise to think consciously of this now. I know I did not. Then again, I think my track record learning new technologies, languages, and tools through the 1990s, in my first decade as a tenure-track professor, holds up pretty well. I picked up several new programming languages, played with wikis, adopted and used various tools from the agile community, taught courses in several new courses that required more than passing familiarity with the tools of those subdisciplines, and did a lot of work in the software patterns world. My pace learning new technologies may have slowed a bit in the 2000s, but I've continued to learn new things. Haskell, Ruby, Subversion, blogs, RSS, Twitter, ... All of have become part of my research, teaching, or daily practice in the last decade. And not just as curiosities next to my real languages and tools; Ruby has become one of my favorite programming languages, alongside old-timers Smalltalk and Scheme.
A language that doesn't affect
the way you think about programming,
is not worth knowing.
-- Alan Perlis,
Epigrams on Programming
Also unclear if getting stuck is actually necessary for being successful faculty.As silly as this may sound, it is a legitimate question. If you spend all of your time chasing the next technology, especially for teaching your courses, then you won't have time to do your research, publish papers, and get grants. You have to strike a careful balance. There is more to this question than simply the availability of time; there is also a matter of mindset:
Getting to the bottom of things -- questioning assumptions, investigating causes, making connections -- requires a different state of mind than staying on top of things.This comes from John Cook's Getting to the Bottom of Things. In that piece, Cook concerns himself mostly with multitasking, focus, and context switching, but there is more. The mindset of the scientist -- who is trying to understand the world at a deep level -- is different than the mindset of the practitioner or tool builder. Time and energy devoted to the latter almost certainly cannibalizes the time and energy available for the former. As I think in these terms, it seems clearer to me one advantage that some so-called teaching faculty have over research faculty in the classroom. I've always had great respect for the depth of curiosity and understanding that active researchers bring to the classroom. If they are also interested in teaching well, they have something special to share with their students. But teaching faculty have a complementary advantage. Their ability to stay on top of things means that their courses can be on the cutting edge in a way that many research faculty's courses cannot. Trade-offs and balance yet again. For what it's worth, I really am intrigued by the possibilities offered by Scala and Clojure for my Programming Languages course. If we can have all of the beauty of other functional languages at the same time as a connection to what is happening out in the world, all the better. Practical connections can be wonderfully motivating to students -- or seem seem cloyingly trendy. Running on top of the JVM creates a lot of neat possibilities not only for the languages course but also for the compilers course and for courses in systems and enterprise software development. The JVM has become something of a standard architecture that students should know something about -- but we don't want to give our students too narrow an experience. Busy, busy, busy. -----