What I would like is that I can give users the best experience on the web, on the best mobile hardware. That best mobile hardware is Apple’s, but at the moment if I want to choose Apple hardware I have to choose a sub-par web experience. Nobody can fix this other than Apple, and there are a bunch of approaches that they could take — they could make Safari be a best-in-class experience for the web, or they could allow other people to collaborate on making the browser best-in-class, or they could stop blocking other browsers from their hardware. People have lots of opinions about which of these, or what else, could and should be done about this; I think pretty much everyone thinks that something should be done about it, though.
Now if you believe that outcomes matter more than understanding, then this is a perfectly acceptable trade-off. After all, we use computers every day without needing to understand the inner workings of every single piece of code under the hood.
(Full disclosure: Kyle also some very kind things about some of my blog posts at the end of that episode, but you can switch it off before it gets to that bit.)
Both Ashley and Kyle bring a much-needed perspective to the discussion of language design. That perspective is the perspective of a teacher.
In his essay on W3C’s design principles, Bert Bos lists learnability among the fundamental driving forces (closely tied to readability). Learnability and teachability are two sides of the same coin, and I find it valuable to examine any language decisions through that lens. With that mind, introducing a new feature into a language that comes with such low teachability value as to warrant a teacher actively telling a student not to learn how things really work …well, that just doesn’t seem right.