Probability and statistics: Experimental results of a radically different teaching method

This paper discusses the Illinois procedure for teaching the Monte Carlo method. Where there is limited time, or where students will not be able to grasp conventional methods firmly, we advocate teaching the Monte Carlo approach, and perhaps that only. Where there is more time, and where students will be able to well learn conventional methods, we advocate (a) teaching Monte Carlo methods at the very beginning as an introduction to statistical thinking and practice; and (b) afterwards teaching the Monte Carlo method with the conventional method as alternatives to the same problems, to help students learn analytic methods and to give them an alternative tools for their use.