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Joined 3 years ago
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Cake day: November 13th, 2023

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  • (X) Doubt

    As a Sr. Engineer, I completely get that my situation may be wildly different from what’s cited in the article.

    Right now, I’m using AI “in the loop” rather than “as the loop”. That’s a big difference. And I’m getting my ass kicked routinely on review for dumb-ass things that I’m letting slide from AI generated output. And rightly so. Plus, models routinely lead me down sub-optimal blind alleys while dreaming up really stupid ways to fix problems. The level of (re)prompting I have to provide to suggest to get decent quality results converges on a post-grad that has encyclopedic knowledge of software engineering as it exists online, but with zero real-world experience. It’s both impressive and dangerous as a replacement for software engineering.

    In the mode I describe above, I’m not losing the ability to do anything. I can see how one could surrender some coding chops or familiarity with a whole language or stack, in favor of automation. But all you have to do is not do that.

    I will say that as a rapid-prototyping technology, It’s nothing short of miraculous. I’ve watched junior engineers knock together medium-weight applications, complete with browser UI/UX and decent workflow, in less than a week. This is great for showing value or putting something semi-functional in front of management and/or customers. But pivoting those prototypes into something maintainable is an utter nightmare. Depending on how beholden to AI and forever prompt-looping with “skills” and MCPs you want to be, I suppose it’s possible to just keep mashing the AI button. But at some point, you’re going to need to get inside there to fix security problems or bugs that elude this workflow. What then?














  • I had teachers like this. Let’s just say I keep coming back to less than nice things to say about that kind of behavior.

    The flash-card thing is kind of cursed anyway because multiplication is commutative, and you really don’t need the cards for zero, one, and ten. If you can add anything to itself in your head, throw out the twos while we’re at it. So you really only need 40-ish cards to do the job, not 144+.

    or even moving ahead to more advanced math concepts.

    Yeah, can’t break the class up into multiple lesson plans. Gotta move with the herd.

    In a just world, you’d have been bumped up a grade, moved into an advanced track, or given time in advanced sessions with other gifted students. That said, your teacher would have been responsible for making those recommendations. FWIW, I did get into those advanced sessions but only after contact with a teacher that wasn’t projecting, envious, or an authoritarian blowhard about this kind of thing.