Old is also not the same as wise. There are plenty of young fools in the world. Many of them become old fools.
What you're saying is absolutely true, but these generalizations are not useful. The distributions are too wide. Individuals from either group frequently surpass each other.
Another confounding factor is that age does not equal experience, either. I was taught software engineering as part of my EE degree. That was exciting, as I'd never before met anybody who knew anything about software development. After graduating, I became a full-time software developer. After 5 years in industry, I felt I wasn't learning enough anymore and went back to school for a grad degree.
I was shocked by how good some CS students were when I started teaching. Unlike me, by second-year university, some of them already had years of practice, mentorship and formal training. Having a focus on software and a knowledgable parent meant they got to learn at 14 some things I didn't learn until I was 22.
(I learned plenty of other things. In fact, I'm probably the only person in the computer graphics lab that knows how semiconductor doping works. Though, I can't say that comes up often. That experience is perhaps not so valuable to my current role.)
Absolutely. I just don't think omarforgotpwd's stereotypes about the young are a good counter to stereotypes about the old. Its not a victory to replace one prejudice with another.
What you're saying is absolutely true, but these generalizations are not useful. The distributions are too wide. Individuals from either group frequently surpass each other.
Another confounding factor is that age does not equal experience, either. I was taught software engineering as part of my EE degree. That was exciting, as I'd never before met anybody who knew anything about software development. After graduating, I became a full-time software developer. After 5 years in industry, I felt I wasn't learning enough anymore and went back to school for a grad degree.
I was shocked by how good some CS students were when I started teaching. Unlike me, by second-year university, some of them already had years of practice, mentorship and formal training. Having a focus on software and a knowledgable parent meant they got to learn at 14 some things I didn't learn until I was 22.
(I learned plenty of other things. In fact, I'm probably the only person in the computer graphics lab that knows how semiconductor doping works. Though, I can't say that comes up often. That experience is perhaps not so valuable to my current role.)