“Clearly, programming courses should teach methods of design and construction, and the selected examples should be such that a gradual development can be nicely demonstrated.”

— Niklaus Wirth

Program Development by Stepwise Refinement (1971)

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Niklaus Wirth 13

Swiss computer scientist 1934

James Rumbaugh (1947) Computer scientist, software engineer

Source: Object-oriented modeling and design (1990), p. 155; as cited in: Roger Chiang et al (2009, p. 165)

“Program designers have a tendency to think of the users as idiots who need to be controlled. They should rather think of their program as a servant, whose master, the user, should be able to control it. If designers and programmers think about the apparent mental qualities that their programs will have, they'll create programs that are easier and pleasanter — more humane — to deal with.”

John McCarthy (1927–2011) American computer scientist and cognitive scientist

" The Little Thoughts of Thinking Machines http://www-formal.stanford.edu/jmc/little.html", Psychology Today, December 1983, pp. 46–49. Reprinted in Formalizing Common Sense: Papers By John McCarthy, 1990, ISBN 0893915351
1980s

“Every course would be a course in methods of learning and, therefore, in methods of teaching.”

Neil Postman (1931–2003) American writer and academic

Teaching as a Subversive Activity (1969)
Context: If every college teacher taught his courses in the manner we have suggested, there would be no needs for a methods course. Every course would be a course in methods of learning and, therefore, in methods of teaching. For example, a "literature" course would be a course in the process of learning how to read. A history course would be a course in the process of learning how to do history. And so on. But this is the most farfetched possibility of all since college teachers, generally speaking, are more fixated on the Trivia game, than any group of teachers in the educational hierarchy. Thus we are left with the hope that, if methods courses could be redesigned to be model learning environments, the educational revolution might begin. In other words, it will begin as soon as there are enough young teachers who sufficiently despise the crippling environments they are employed to supervise to want to subvert them. The revolution will begin to be visible when such teachers take the following steps (many students who have been through the course we have described do not regard these as "impractical"): 1. Eliminate all conventional "tests" and "testing." 2. Eliminate all "courses." 3. Eliminate all "requirements." 4. Eliminate all full time administrators and administrations. 5. Eliminate all restrictions that confine learners to sitting still in boxes inside of boxes.... the conditions we want to eliminate... happen to be the sources of the most common obstacles to learning. We have largely trapped ourselves in our schools into expending almost all of our energies and resources in the direction of preserving patterns and procedures that make no sense even in their own terms. They simply do not produce the results that are claimed as their justification in the first place — quite the contrary. If it is practical to persist in subsidizing at an ever-increasing social cost a system which condemns our youth to ten or 12 or 16 years of servitude in a totalitarian environment ostensibly for the purpose of training them to be fully functioning, self-renewing citizens of democracy, then we are vulnerable to whatever criticisms that can be leveled.