SA>Many things you do in life are the result of some form of programming. 
SA>Is this some intellectual skill that a child doesn't need?
SA>One uses an orderly process to produce a predicatable outcome.
 RM> You have now, or are seeking to, define "programming" in a
 RM> fashion different from that with which we here are familiar.
I did say this in the beginning, maybe you missed it.  It is a whole 
different style of learning.  Too many users here seem to only see 
programming just for the sake of programming.  Once we instilled programming 
in the elementary schools, we saw  students exploring the language, looking 
up new verbs to use, develoing techniques, eager to show what they have 
developed and it is especially rewarding to see them ask to stay late, come 
in after school and/or waiting at the door, before the teacher arrives, to 
get in....
I have not seen this much dedication to learning since we did something 
almost the same with video editing.
 RM> It appears that you wish us to consider logic/inductive
 RM> reasoning/etc as the same as "programming".  
In order to do computer programming, you need to exersize all the basic 
skills (Well, maybe not phys ed) that are sought in students as they are 
educated.  
 RM> This focusses
 RM> "programming" not as a discipline, so much as a group of
 RM> intellectual skills to be acquired in the exercise of a
 RM> "programming course".  You THEN "say" that this (course in
 RM> programming) is the most straightforward means of conveying 
 RM> those skills, and imply that this is a non-lecture approach. 
 RM> Am I currently stating this correctly?
 RM> 
There is still a need for lecturing, but that decreases as the student's 
intellectual agility increases.  Students will assist each other.  It is 
truely amazing....
 
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