Systems, Man & Cybernetics - July 2015 - 51
(a)
(a)
(b)
(b)
Figure 15. (a) and (b) The reprint of Zadeh's paper in
Figure 16. (a) An excerpt and (b) an illustration of
Three years later, Zadeh gave a talk on "Education
in Computer Science" at Israel's Fourth National Conference on Data Processing at the Hebrew University,
Jerusalem (Figure 15). Initially, he claimed that CS was
"a collection of concepts and techniques which serve to
systematize the employment of the means with which
modern technology provides us for purposes of stage,
representation, and processing of information" [53, p.
E157]. He affirmed that "CS cuts across the boundaries of many established fields. It is glamorous; it draws
a large number of students-many of them from other
departments; it is hitched to the bandwagon of computers and the information revolution" [53, p. E158].
a university structure, where mathematically oriented
automata theorists, formal language experts, numerical analysts, and logicians could establish a comfortable modus vivendi with non-mathematical-oriented
hardware designers, systems programmers, and computer architects. [...] In essence, the UCB "solution"
provides a partial answer to the dilemma, by dividing
CS not into two nonoverlapping parts but into two
overlapping parts, which differ from one another
mainly in degrees of emphasis places on various subject areas. [53, p. E164f]
In "Computer Science a s a Discipline," which
appeared in the same month in Journal of Engineering
Education [52] (Figure 16), he also characterized CS
this way. He emphasized what had been "pointed out in
the authoritative reports of the ACM Curriculum Committee on Computer Science [3], [4], CS is not simply
concerned with the design of computing devices, nor is
it just the art of numerical calculation. Essentially, CS is
concerned with information in much the same way that
physics is concerned with energy; it is devoted to the
representation, storage, manipulation and presentation
of information in an environment permitting automatic
information systems" [52, p. 913].
Regarding his view that CS "cuts across the boundaries of many established fields" and also that the parts
of CS differ from one another "in degrees of emphasis," Zadeh then presented a new idea in the field of CS
education. Due to the broadness and vagueness of the
1968 [53].
CS Cuts Across the Boundaries
In the same paper, he discussed some details of the UCB's
solution to the CS problem, which ultimately led to the
formation of a department of CS in the College of Letters
and Science and a program in CS in the College of Engineering within the department of EECS. By way of explanation, he wrote:
Essentially, the main premise of Berkeley's "solution"
is that CS is not a homogeneous and unified field-at
least not at this time-and that, in the words of Prof.
A. Oettinger of Harvard, "...it has some components
which are the purest of mathematics and some that
are the dirtiest of engineering." [Zadeh cited Oettinger
according to [20].] This split personality of CS makes
it very difficult to create a single academic unit within
Zadeh's paper [52], 1968.
Ju ly 2015
IEEE Systems, Man, & Cybernetics Magazine
51
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