April 21, 2014

“Children, of course, come into the world as very powerful, highly competent learners, and the learning they do in the first few years of life is actually awesome. A child exploring the immediate world does that pretty thoroughly in an experiential, self-directed way. But when you see something in your immediate world that really represents something very far away — a picture of an elephant, for example — you wonder how elephants eat. You can’t answer that by direct exploration. So you have to gradually shift over from experiential learning to verbal learning — from independent learning to dependence on other people, culminating in school, where you’re totally dependent, and somebody is deciding what you learn.

So that shift is an unfortunate reflection of the technological level that society has been at up to now. And I see the major role of technology in the learning of young children as making that shift less abrupt, because it is a very traumatic shift. It’s not a good way of preserving the kid’s natural strengths as a learner.

With new technologies the kid is able to explore much more knowledge by direct exploration, whether it’s information or exploration by getting into his sources, or finding other people to talk about it. I think we’re just beginning to see, and we’ll see a lot more non-textual information available through something like the Web or whatever it develops into. So there will be much more opportunity to learn before running into this barrier of the limitations of the immediate.”

Papert, Seymour. (1999) Ghost in the Machine: Seymour Papert on How Computers Fundamentally Change the Way Kids Learn. An interview with Dan Schwartz from ZineZone.com. Retrieved from http://www.papert.org/articles/GhostInTheMachine.html

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