Learning to Code: a complex problem

In the debate about whether humanities students should learn to code, both Donahue and Kirschenbaum address the way that the two fields (humanities and computer science) intersect. Kirschenbaum argues that they are so similar it would be an obvious benefit to combine the two, as they are both focused on creating “worlds,” models and deeper understanding of the world around us. In contrast, Donahue argues for the two as distinct fields of study, and, while it is possible to use both in some instances, should not be seen as necessary. Personally, I would argue that we should be responsible for teaching coding in public schools at younger ages, and that we should advocate for the use of coding in humanities projects, as it is inevitable that important work will be done in the DH field, and in order to provide a better education we should try and ensure accessibility to this field on all fronts.

Kirschenbaum says in his article that, “We will want many virtual worlds, not few, because reality can be sliced and sampled in an infinite variety of ways. ” While probably not talking about diversity of identity, but rather diversity of material, it is essential that we make DH an accessible field, otherwise it can never be a legitimate one. Yes, using digital technology is just one way of approaching digital information, and the lack of it shouldn’t disqualify any project. However, because coding is something that takes time to learn, there needs to be conscious thought if we want to even make it a valid option. Additionally, even learning basic coding is useless without the context for how it can be used practically.

Humanities students do not need to learn “computer science”. I think, partially, Donahue is hung up on this idea that there is so much complexity in the sub-fields of computer science (and similarly humanities) that it would be impossible to “teach” computer science in this way, and, that lacking the programming skills to approach it, many students are kept out altogether. However, that is exactly why learning to program, at a base level, is so important. It won’t necessarily help you do the more complicated things, but if it is taught when you are younger, as well as incorporated into classes, the humanities student will not have to go back to square one to gain access to this valuable way of interpreting information. Much like computer science experts focus on the parts of the field that are relevant to them, humanities students would do the same.

Personally, I have had the opportunity to learn introductory level coding in junior high, and it was a very valuable experience. However, because we didn’t have any opportunities to code (outside of highly time committed clubs and a single code-dedicated class), I was unable to maintain these skills. I think this is particularly interesting, as that same teacher taught me a lot of other computer-related skills that I have kept to this day, as I have been able to use them day-to-day in my classes. We have to ask ourselves, if coding is such an important tool for understanding the humanities, how should we teach it and maintain interest, especially in a school system which is already prohibitive in many ways? Our public school system had free access to personal laptops for everyone, but I know that is not the same everywhere. Additionally, many people did not have the same classes I did and struggled using their computers. Introductory programming should be the responsibility of the school system, but that is often impossible to execute. If I had maintained my ability to code, however, I probably would have expanded it. It is mostly the fear of how complex coding looks that limits us, but even a basic introduction can make it less intimadating. Why, a few days ago I would have found even this too complex:

Author: Abbey

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