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And of what consquence is this purported "error" to the reader of this article? Would you edit a children's book about zoo animals from "This is a lion" to "This is a photograph of a lion printed onto paper?" What pedagogic purpose does your correction serve?

We teach Newton's physics to children (and even many adults) even though they've been supplanted by later theories, not because we don't know what the correct answer is, but because Newtonian physics are much easier to grasp and because they still give a useful view of the world around us, even if they break down in the extremes. Why is this any different?




> And of what consquence is this purported "error" to the reader of this article?

Did you even read my comments? I already listed one falsehood that pervades our industry because types are misunderstand in exactly this way: "It's important not to perpetuate the false notion that sets of simple values suffice to explain types, because it entails the common and equally false notion that full test coverage in a dynamically typed language suffices to match the safety of a statically typed language."

This is blatantly, perniciously false, no doubt leading many people to choose dynamically typed languages to their detriment, yet this is what a reasonable person could conclude from the definitions in this article.

Finally, Newtonian physics governs every interaction an average person will have in their lifetime. The analogy that types-as-sets will suffice for nearly every interaction with types that a programmer will have in their lifetime is simply false. The fact that some programmers don't go beyond their first introduction to types makes a wrong definition almost dangerously false, given how much of our society is run by software.




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