Following this logic, why teach math and multiplications at school when calculators and software have been doing the numerical work in engineering?

> But yeah, in this rapid wave of change I would consider "write the code yourself" more and more similar to "know how your CPU does branch prediction so your loops perform better", and the majority of our efforts will need to go into raising our confidence in this new fuzzy shape of software.

I mean, I benefited massively from reading Vol 1 of TAOCP and understanding Knuth's new assembly. Like, it hasn't been directly useful but I now have a deeper understanding of how my code actually executes, which has helped me contextualise performance problems.

So, I guess that I'm with the OP on this (this may change if we can figure out automated verification for software, at which point I'd be happy to mediate most things through an LLM with tools).