Progress is possible only if we train ourselves to think about programs without thinking of them as pieces of executable code.
Edsger DijkstraRead
It is not the task of the University to offer what society asks for, but to give what society needs.
Interpretation
Universities should focus on meeting the essential needs of society rather than merely fulfilling popular demands.
Edsger Dijkstra's quote emphasizes the vital responsibility of universities to prioritize the foundational needs of society over the fleeting preferences of the public. This perspective suggests that educational institutions should strive to cultivate knowledge, critical thinking, and innovation that truly benefit society, rather than simply catering to trends or immediate requests that may not serve the greater good.
In practice
In a graduation speech to highlight the role of universities in shaping societal progress.
Progress is possible only if we train ourselves to think about programs without thinking of them as pieces of executable code.
Simplicity is prerequisite for reliability.
The purpose of abstraction is not to be vague, but to create a new semantic level in which one can be absolutely precise.
We shall do a much better programming job, provided that we approach the task with a full appreciation of its tremendous difficulty, provided that we stick to modest and elegant programming languages, provided that we respect the intrinsic limitations of the human mind and approach the task as Very Humble Programmers.
The tools we use have a profound and devious influence on our thinking habits, and therefore on our thinking abilities.
LISP has jokingly been described as "the most intelligent way to misuse a computer." I think that description is a great compliment because it transmits the full flavour of liberation: it has assisted a number of our most gifted fellow humans in thinking previously impossible thoughts.
I cannot imagine myself fitting into the existing curriculum. I am too self-willed for that and have had my own very definite ideas for a long time, very different from the existing ways, as to how architecture is to be taught.
Service-learning is a particularly fertile way of involving young people in community service, because it ties helping others to what they are learning in the classroom. It enables them to apply academic disciplines to practical, everyday problems. In the process, it provides a compelling answer to the adolescent's perennial question, 'Why do I need to learn this stuff?
Academia does not provide many opportunities for immediate gratification. You work for two years on a project, it takes two more years to get it published, and then you start hoping someone might read it.
Think about being a teenager and feeling like school is just about taking tests you may or may not be interested in, after which someone will judge whether or not you're smart. No one's going to be inspired by that.
My hope was that organizations would start including this range of skills in their training programs - in other words, offer an adult education in social and emotional intelligence.
There is so much potential out there in young people and they aren't getting the right information or being encouraged in the right ways. This is our duty as a society.
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