# Issues encountered teaching classes with Julia for the first time

**URL:** https://discourse.julialang.org/t/issues-encountered-teaching-classes-with-julia-for-the-first-time/56553
**Category:** New to Julia
**Created:** [March 5, 2021, 1:35pm UTC](https://discourse.julialang.org/t/issues-encountered-teaching-classes-with-julia-for-the-first-time/56553 "2021-03-05T13:35:03Z")
**Posts on this page:** 1
**Page:** 8

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### Author: ![sashmit](https://sea2.discourse-cdn.com/julialang/user_avatar/discourse.julialang.org/sashmit/32/18791_2.png) [@sashmit](https://discourse.julialang.org/u/sashmit)
#### Post date: [November 11, 2022, 11:00pm UTC](https://discourse.julialang.org/t/issues-encountered-teaching-classes-with-julia-for-the-first-time/56553/142 "2022-11-11T23:00:22Z")

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> [@stevengj](#):
>
> Lots of classes are indeed _very_ rudimentary in terms of programming — essentially they are just using Julia as a fancy calculator. I’m thinking of classes like linear algebra, statistics, physics or differential equations classes that want to show a bit of numerical ODEs, etcetera — classes that don’t teach “programming” at _all_ (no data structures, little or no control flow besides loops for parameter sweeps, no modules or abstraction beyond simple functions…), and for which every “computational” assignment is just a set of very basic scripts in a Jupyter notebook.

That’s true. In addition think what’s benefited R and Python (in the last decade or so) are things like [https://software-carpentry.org/](https://software-carpentry.org/) ‘professionalizing’ software development skillsets  
(which tends to filter from one generation of students or researchers to the next with the classes they end up teaching).

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