{"id":160,"date":"2007-06-28T23:33:57","date_gmt":"2007-06-29T06:33:57","guid":{"rendered":"https:\/\/dubinko.info\/blog\/2007\/06\/28\/what-does-continuing-education-mean-to-you\/"},"modified":"2007-08-08T10:10:23","modified_gmt":"2007-08-08T17:10:23","slug":"what-does-continuing-education-mean-to-you","status":"publish","type":"post","link":"https:\/\/dubinko.info\/blog\/2007\/06\/what-does-continuing-education-mean-to-you\/","title":{"rendered":"What does &#8216;continuing education&#8217; mean to you?"},"content":{"rendered":"<p>I just finished an online version of SICP, the famous computer science text <a title=\"SICP\" href=\"http:\/\/mitpress.mit.edu\/sicp\/full-text\/book\/book.html\">Structure and Interpretation of Computer Programs<\/a> (link to full and official text online). What do I mean by &#8220;finished&#8221;? Well, there are online <a href=\"http:\/\/feeds.feedburner.com\/SICP\">video lectures<\/a> (link to iTunes-ready RSS video feed), expertly delivered by SICP authors Sussman and Abelson themselves in 1986. Beyond just watching the lectures, I took careful notes so I have something to refer back to later. I didn&#8217;t get the full intense college-class experience&#8211;no pop quizzes for instance&#8211;but it&#8217;s still helpful. Recent Python and XSLT I&#8217;ve written has been influenced for the better.<\/p>\n<p>It&#8217;s interesting to peruse the reviews for this book on <a href=\"http:\/\/www.amazon.com\/exec\/obidos\/ASIN\/0262510871\/dubinkoinfo-20\">Amazon<\/a>. They seem to mainly fall into gushing 5-star reviews, or else &#8216;yecccch, I&#8217;ll never use this stuff&#8217;. Both are correct. As Harold Abelson says to start of the first lecture, computer science is neither about computers nor science. The point of this endeavor isn&#8217;t about &#8220;programming&#8221;. You won&#8217;t find many Scheme jobs on LinkedIn, for instance. It&#8217;s all too easy to get pulled into the world of trench warfare programming, so it&#8217;s good to be able to step back and survey broader theoretical issues.<\/p>\n<p>My views toward Lisp\/Scheme have shifted as well. Before, and for about the first half of the lectures, I would have talked vaguely about how Lisp has an elegant purity but unusable syntax. Lots of Irritating Superfluous Parentheses, and so on. By the end, I have a lot more respect for the language. I admit I was rather floored by the metacircular evaluator lesson, where a suitably fezzed Gerald Sussman writes an entire Scheme interpreter&#8211;writes in Scheme&#8211;on a blackboard.<br \/>\nPrior to that, I went through an MIT course on <a href=\"http:\/\/ocw.mit.edu\/OcwWeb\/Mathematics\/18-03Spring-2006\/VideoLectures\/index.htm\">differential equations<\/a> by the engaging Arthur Mattuck, picking up where my electronics left off. Prior to that, a book called <a href=\"http:\/\/www.amazon.com\/exec\/obidos\/ASIN\/020159627X\/dubinkoinfo-20\">Problem Frames<\/a>, about fully analyzing problems before diving into solution space.<\/p>\n<p>So I&#8217;ve been keeping busy. It seems like these sorts of things run in cycles for me, with a full cycle taking around two years. So I&#8217;m really curious: how do others manage &#8220;continuing education&#8221;? What have you learned lately? How do you learn best? What should I look in to next? Comment below. -m<\/p>\n","protected":false},"excerpt":{"rendered":"<p>I just finished an online version of SICP, the famous computer science text Structure and Interpretation of Computer Programs (link to full and official text online). What do I mean by &#8220;finished&#8221;? 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