(Continuation from yesterday)

What we should do is just to provide the concrete example with children.

For example,

If they use "ACOM" or "PROMIS" easily, what type of "debt hell" is coming to them.

If they try a gamble simulation like pachinko or horse race, they can understand the absolute principle is going to be "Not doing any type of gamble".

If they calculate the time of radioactive wastes become safe, they will know that it is not enough that ten times of the period from mammoth's life to the present.

If they calculate the possibility of meeting an ideal girlfriend / boyfriend (meeting a person of destiny), they will know that it is doubtful whether the "one time" can be expected, even if we repeat our life more than 1000 times,

If they calculate the probability of hitting the lottery, they will know that it is the same probability to grasp "a product B of a specific A company maker" in one shot, while blindfolded and walking in a supermarket for the first time,

Instead of sermons from superiors,

Setting the numbers (parameters) yourself,

Expanding them to calculation form yourself,

Making programs by yourself and verifying them

are

Not only as mere "practical"

As a means of "looking down the real world calmly"

I think that it is very useful.

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Finally, I compile my recommendations.

(1) I support programming education in the compulsory education process.

(2) However, programming education starts from subjects based on a spreadsheet.

(3) The educational site will guide the children to demonstrate intense motivation to use the spreadsheet.

(4) After that, children who feel insufficient in spreadsheets will be able to receive programming education using programming languages.

(5) We strongly encourage employment of Tomoichi Ebata as a teacher at the site of formulation, planning, and programming education of (1) to (4) above.

That's all.