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Barrett Ruth 2025-06-02 18:35:49 -05:00
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@ -17,6 +17,6 @@ Walking out of my third year, I left with the sad realization that I got by the
I always knew something was wrong with how my school taught computer science (despite it being the biggest major as of 2025). As of late, though, I realized the gargantuan amount of damage it caused to my reasoning abilities. Damage that I have to reverse by, essentially, doing everything all over again.
My [competitive programming journey](https://barrettruth.com/posts/algorithms/competitive-programming-log.html) epitomizes this point: to this day I struggle with reasoning, argumentation, and understanding program behavior. I know how a segment tree works but can't formalize the constraints of a problem. I can do dynamic programming on trees but I can barely manipulate and work with primitive mathematical concepts such as the \$gcd\$ function. I cannot think of a more useless skillset.
My [competitive programming journey](https://barrettruth.com/posts/algorithms/competitive-programming-log.html) epitomizes this point: to this day I struggle with reasoning, argumentation, and understanding program behavior. I know how a segment tree works but can't formalize the constraints of a problem. I can do dynamic programming on trees but I can barely manipulate and work with primitive mathematical concepts such as the $gcd$ function. I cannot think of a more useless skillset.
Nearly all of this is my fault. However, _it should not be possible for this to happen in a computer science curriculum_. In other words, Djikstra is right.