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This paper discusses practical problems encountered in teaching Artificial Intelligence and Prolog to computer science students. One of the main issues with teaching Prolog is a large conceptual difference between declarative and object-oriented programming paradigms, that the older students are used to. In general, students find learning Prolog a hard experience. Compared to imperative programming, declarative programming requires switching to a different way of thinking Because teaching AI is usually offered as a high-level course (for graduate students), at that time students are already well accustomed to the imperative programming paradigm, and switching to the declarative one usually poses a real challenge.
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