Coding seems to be, nowadays, the mark of school that wants to bring students to their future, bridging the supposed gap between formal instruction, job and technology. This kind of attitude risks to generate educational paths either aimed to a very premature job orientation or centred on the use of specific software or hardware. In these cases, “coding” is considered as the mere activity of “writing code”. We will try to justify differently the enthusiasm for coding through the belief that learning how to programme is also enhancing rigorous reasoning, problem solving and deductive skills.
Analytic Philosophy for a decommodified teacher training to coding / Margherita Di Stasio, Beatrice Donati, Matteo Bianchini. - STAMPA. - (2021), pp. 104-105. (Intervento presentato al convegno ATEE Spring Conference 2020-2021).
Analytic Philosophy for a decommodified teacher training to coding
Beatrice Donati;
2021
Abstract
Coding seems to be, nowadays, the mark of school that wants to bring students to their future, bridging the supposed gap between formal instruction, job and technology. This kind of attitude risks to generate educational paths either aimed to a very premature job orientation or centred on the use of specific software or hardware. In these cases, “coding” is considered as the mere activity of “writing code”. We will try to justify differently the enthusiasm for coding through the belief that learning how to programme is also enhancing rigorous reasoning, problem solving and deductive skills.
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