From mboxrd@z Thu Jan 1 00:00:00 1970 X-Spam-Checker-Version: SpamAssassin 3.4.4 (2020-01-24) on polar.synack.me X-Spam-Level: X-Spam-Status: No, score=0.1 required=5.0 tests=BAYES_05,INVALID_MSGID autolearn=no autolearn_force=no version=3.4.4 X-Google-Language: ENGLISH,ASCII-7-bit X-Google-Thread: 109fba,b87849933931bc93 X-Google-Attributes: gid109fba,public X-Google-Thread: fac41,b87849933931bc93 X-Google-Attributes: gidfac41,public X-Google-Thread: 1108a1,b87849933931bc93 X-Google-Attributes: gid1108a1,public X-Google-Thread: f43e6,b87849933931bc93 X-Google-Attributes: gidf43e6,public X-Google-Thread: 11cae8,b87849933931bc93 X-Google-Attributes: gid11cae8,public X-Google-Thread: 103376,b87849933931bc93 X-Google-Attributes: gid103376,public X-Google-Thread: 114809,b87849933931bc93 X-Google-Attributes: gid114809,public From: heller@utdallas.edu (Steve Heller) Subject: Re: What is wrong with OO ? Date: 1996/12/07 Message-ID: <58bq8c$3n6@news.utdallas.edu>#1/1 X-Deja-AN: 202850294 references: <32A4659D.347A@shef.ac.uk> <32A71BC6.2D857063@arscorp.com> <32A82AFE.255A@possibility.com> organization: The University of Texas at Dallas newsgroups: comp.lang.c++,comp.lang.smalltalk,comp.lang.eiffel,comp.lang.ada,comp.lnag.java,comp.object,comp.software-eng Date: 1996-12-07T00:00:00+00:00 List-Id: Todd Hoff wrote: >Daniel Drasin wrote: >> >If i invented a hammer and 90% of people couldn't use >it correctly would we blame the hammer or the people? If I invented an electron microscope and 90% of people couldn't use it, would we blame the electron microscope or the people? In other words, the complexity of the job that the tool needs to do matters as well. >It seems those who've "got" OO blame the people. Maybe we >should blame the hammer. Maybe OO just won't work in >the mass market of building applications. Not that it >can't, but that it doesn't work often enough to make it >universally appropriate. Or maybe it's just taught poorly. I've been pretty successful in teaching OOP to people who don't know it already. However, it takes an awful lot of work on both the instructor's and the student's part, as well as a proper approach. That is, rather than my trying to cram dozens of constructs down the student's throat, we take them slowly and in the proper sequence. The student won't know as many facts when we get done as if he'd read a "Learn C++ in Five Seconds" book, but he or she will KNOW and UNDERSTAND the material I've taught. Steve Heller, author and software engineer http://ourworld.compuserve.com/homepages/steve_heller