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As technology continues to grow at an increasing rate, why is our educational system stuck in a pre-technology age? Why is programming rarely taught even at a High School level? Why do stereotypes of the isolated, nerdy programmer continue to linger, driving away smart, creative people from computer science degrees?

'The Three Rs' of Reading, Writing and Arithmetic have come to stand as the cornerstones of education in this country. We need to step into the 21st century and add a fourth R -- Programming. As a community of programmers and Ruby lovers, we should work to advocate Ruby as the fourth R.

This is not just an education problem. This is also a diversity problem, and even a technological advancement problem. Negative programming stereotypes drive away women and minorities. Difficulty finding programming talent hampers technological innovation and growth. The technology community has stood by for decades waiting for education to catch up -- instead, we need to be the catalyst of change within the system.

I want the flying cars I was promised, and teaching today's children programming from an early age is the fastest path to a Jetsons future.

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http://amara.org/v/FGbJ/

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The video, titled "The Fourth 'R'" by Davy Stevenson at the Ruby on Ales 2013 conference, explores the urgent need to integrate programming into the education system as a fundamental skill akin to reading, writing, and arithmetic. Stevenson argues that current educational paradigms are outdated, particularly in light of rapid technological advancement. He proposes that programming should be introduced to students from an early age to cultivate problem-solving skills and logical thinking, enabling them to thrive in a technology-driven world.

Key Points Discussed:
- **Current Educational Structure**: The traditional three Rs – reading, writing, and arithmetic – dominate the curriculum, with programming rarely taught until high school, if at all.
- **Societal Benefits**: A core understanding of programming is essential as computers permeate every profession. Graduates equipped with programming knowledge can visualize and streamline tasks across various fields.
- **Stereotypes and Accessibility**: Negative stereotypes surrounding programmers often deter students, especially women and minorities, from pursuing technology careers. Access to technology is also influenced by socioeconomic status, with many students lacking internet access at home.
- **Diversity in Tech**: Representation in technology is crucial not just for equity but for innovation, as diverse perspectives drive creativity and problem-solving.
- **Learning Approach**: Programming education should start with engaging, hands-on experiences that foster curiosity rather than competition. Early exposure is vital to dispelling stereotypes and making programming accessible and enjoyable.
- **Using Ruby as a Teaching Tool**: Ruby’s user-friendly syntax makes it an ideal first programming language for children, emphasizing logic and algorithmic thinking without overwhelming them with complex syntax.
- **Action Steps**: Stevenson encourages programmers to advocate for programming education by speaking at schools, mentoring students, and developing educational resources. This community involvement is vital to changing perceptions and making programming an integral part of the curriculum.

In conclusion, Stevenson emphasizes the collective responsibility of programmers to pave the way for a future where programming is a fundamental educational cornerstone, inspiring the next generation to harness the full potential of technology in their lives and careers.

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