Sorry that I'm not going to read them but it seems pointless. I wrote the post exactly because I was having these really long threads with people. If you don't think I have any valuable contribution, that's fine. But that probably means we don't have to talk. 
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Thank you for the insight. I (honestly, respectfully) disagree with your argument. However, it is interesting to see a very contrary view to mine that's obviously well thought through and comes from a lot of relevant experience (way more than I have in pedagogy).
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I'm sorry I have taken up a whole lot of your time discussing something that you did not want to discuss again and wrote a blog to avoid though! Sorry.
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Disagreeing is fine, but I'm not convinced you read me? Hopefully you did though! "If we want to we can switch to a fancy IDE after we already know the tougher stuff. We learn multiplication tables off by heart before we switch to using our smartphone as a calculator."
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And by "off by heart" by the way I don't mean 100% rote learning. But some stuff requires a certain type of memorisation, e.g., the mapping from phonological sounds to written symbols is arbitrary and requires us to just learn this mapping outright in order to read.
End of conversation
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