Sorry for coming across as implying we're special! I have to learn to watch my hyperbole. While I do value teaching highly on the meaningfulness scale[1], I don't think driving compares just as well with the mathematical argument that the effort expanded/effort saved is constant given the number of passengers you take (which in turn is practically bounded to small-ish n), whereas for software engineering that measure scales entirely differently.
[1]: If anything, I think teaching is more meaningful, using the same argument: do software engineering and you can do one human's job of software engineering. Teach 10 software engineers and you are by extension doing software engineering as 10 humans.
On a side note: if anyone here hasn't tried tutoring/teaching natural sciences/programming in a one-on-one setting or very small group, I seriously recommend it. It's surprisingly similar to software engineering; in many ways, it's wetware engineering! You get to debug the logic in people's brains as they work through problems.
[1]: If anything, I think teaching is more meaningful, using the same argument: do software engineering and you can do one human's job of software engineering. Teach 10 software engineers and you are by extension doing software engineering as 10 humans.
On a side note: if anyone here hasn't tried tutoring/teaching natural sciences/programming in a one-on-one setting or very small group, I seriously recommend it. It's surprisingly similar to software engineering; in many ways, it's wetware engineering! You get to debug the logic in people's brains as they work through problems.