Coding Should be Taught in Schools as a Unique Subject. Here’s Why.
Computer science is an undeniable, omnipresent part of our lives, and there is no sign of it going away anytime soon. With such great demand for software engineers and data scientists, many schools see it fit to teach computer programming, even as early as elementary school. Schools that have implemented such programs are ahead of the curve and are appropriately shaping the next generation. However, there is one issue with regard to the manner in which schools are implementing technology education. Some schools are teaching computer programming within the framework of math classes, or even teaching it as a language. The problem is that coding falls under neither of these categories, and it should be treated as its own unique discipline.
Only a few days ago, neuroscientists at MIT published findings on the effects that computer programming has on the brain. They attempted to address a common coding conundrum: is it a kind of math? A language? Both?
In the course of their research, the neuroscientists found that reasoning through computer code activates a totally different region of the brain than the one activated by language-learning. Coding activates the “multiple demand network”, which is reserved for complex cognitive functions, such as math problems.
So now you may be thinking: “Oh ok, so it is a form of mathematics.” Well, while math also activates the multiple demands network, math and computer programming activate different parts of the multiple demands network. So, coding does not exactly cognitively translate to math. A brilliant mathematician will not necessarily be a proficient coder, and vice versa.
The implications of such unique brain activity is rather exciting. We now have the chance to evolve our brains. While math and reading have been pillars of traditional education for thousands of years, computer programming is a new human activity. Therefore, exercising the “coding muscles” of the brain can bring us new ways of thinking to advance society. Senior author of the paper Evelina Fedorenko states, “It’s possible that if you take people who are professional programmers, who have spent 30 or 40 years coding in a particular language, you may start seeing some specialization, or some crystallization of parts of the multiple demand system.”
Even with this finding, the researchers still ask the question, “Does computer programming fall under the category of math or language?” Sometimes the best way to answer a question is to remove the parameters presented. It’s neither. Not only is that a solid answer to the proposed question, but it also can have very progressive ramifications for generations to come. The world is full of problems. Let’s give the young generation the opportunity approach these problems with a fresh mindset by creating a new, exciting school subject. A subject that is not only sure to increase in relevance, but, because of its uniqueness, is likely to augment student minds and challenge traditional thought.
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