Critical thinking and computer science: a love affair
Prashant Loyalka is a center research fellow at the Rural Education Action Program in the Freeman Spogli Institute for International Studies at Stanford University. She recently conducted an experiment to test whether there was a correlation between the study of computer science and a higher capacity to develop one's critical thinking skills. She conducted her experiment using three sample populations: Chinese, Russian, and American university students studying computer science or a science-related subject.
Her conclusions:
Entering university freshmen in China were roughly three years ahead of U.S. students in critical-thinking skills and roughly two years ahead of Russian students in critical thinking, math and physics skills. After two years of study, students in the U.S. and Russia closed about half the skill gap with students in China.
Dr. Loyalka then goes on to weigh the advantages and the disadvantages of the Chinese educational system, arguing that high schools do a much better job at developing their students' critical thinking skills, but that once Chinese students take the highly competitive exam at the end of high school and attend college, there is not the incentive to continue strengthening their
How it translates on U.S. campuses
The US Air Force Academy Dept of Computer Science presented a paper at the CCSC-SC 2006 Conference explaining and describing the correlation between the study of computer science and enhanced critical thinking skills.
They argued that the structure of the curriculum for computer science in military schools (but it can be applicable to universities as well) is such that it allows students to develop their critical thinking skills.
For instance, the course on Artificial Intelligence (AI) is not only an occasion to develop programming skills, but is also a class that can enhance critical thinking skills. A professor uses the method of essay writing to make his students think on the topic of computer science. Four papers are assigned, two “pro-AI” and two “anti-AI”, and students are required to write essays on them.
The papers are:
1) Computing Machinery and Intelligence, by Alan Turing
2) Minds, Brains and Programs, by John Searle
3) The Godelian Argument, by J.R. Lucas
4) Robots, Re-evolving Mind, by Hans Moravec
Typical questions from assignments include:
- “What are potential arguments against Turing’s thesis and how does he respond?”
- “Describe the ‘Chinese room’ example.”
- “Are Searle’s arguments sufficient to refute the possibility of thinking machines?”
Therefore, computer science extends beyond programming softwares and affects the brain of those who study the topic. Thinking about becoming a Computer Science major...?
References:
- CLIFTON B. PARKER. "Incentives key to China's Effort to Upgrade Higher Education," Stanford News (18 Aug. 2016). Date Accessed: 03 Feb. 2017. <http://news.stanford.edu/2016/08/18/incentives-key-to-chinas-effort-upgrade-higher-education/>
- Barry Fagin, Jim Harper. "Critical Thinking and Computer Science: Implicit and Explicit Connections." US Air Force Academy Dept of Computer Science (Presented at CCSC-SC 2006 Conference).
