I look forward to more analysis. Watching this guy on youtube play with his mangled toy is always going to be a part of my outlook as an engineer. We really could sit down and build it all again from scratch, and yeah we might go crazy, but we learn so much in the process.
I think the problem with this line of thinking is that we _know_ humanity can speak, and has some innate ability to formulate and learn from language. We don't exactly have a means of proving there's a means of consciousness beyond speaking internally and imagining sensations our nerves can comprehend. To say there may be unlocked consciousness would imply either we're capable of communicating with or feeling a sensation beyond what we can already say is reality. Like what would constitute a consciousness we can't imagine? Seeing on a broader wavelength? Withstanding higher pressures, lower temperatures? Some mention time, or the possibility we could be able to interpret others' brainwaves, but without concrete organs to connect these sensations to, it all seems far too subjective to call consciousness. And what about people that experience consciousness differently, incapable of making images or even words in their heads? Is that backwards, or are we forwards?
> It is written in the Pascal language, a well-stabilized standard language with compatibility promises for decades. Using the FreePascal compiler and the Lazarus IDE for free and easy development.
The code is written to be seen as pseudocode. In place of need, comments are written to help.
Absolutely. After pondering over this website myself for 20 minutes, I felt similarly to OP regarding the long slog through elementary and secondary schooling to finally feel like there was "progress". It's clear filtering by grades in the sheets, the tempo of the exercises is painfully slow. I remember as a kindergartner being able to produce and memorize multiplication tables after being taught the process. It took at least 3 to 4 more years until school ever began expect it.
The thing is many of these concepts and ideas and facts _are_ simple and straightforward. In seventh grade I literally stopped doing my work altogether, and was offered by the teaching staff to move onward to eighth grade instead. I felt then that I still understand now, that forcing yourself through the paces is important too. If I skipped a grade who knows what little things I may have missed.
It's like lifting weights, you're better off being gradual about your increases and pushing your rep counts -- instead of doing two reps of something you shouldn't even be attempting.
The truth is any good teacher and school would be able to provide projects and exercises that would help apply the types of rote work the sheets present. Even if you only ever did the sheets on the site, it'd still take some kids the whole year to get through them. If teachers are creative enough, there should be enough flexibility to cater to both student types.