March 27, 2012

“In describing bricoleur programmers, we have made analogies to sculptors, cooks, and painters. Bricoleurs are also like writers who don’t use an outline but start with one idea, associate to another, and find a connection with a third. In the end, an essay “grown” through negotiation and association is not necessarily any less elegant or […]

March 23, 2012

On many occasions over several years, Dr. Papert and I would discuss the need to build bridges to the wider (non-computer-using) community of progressive educators. We discussed the idea of hosting a grand summit at which the educators we admire outside of the “edtech” world could spend sufficient time experiencing how the computer could enhance, […]

February 21, 2012

“Plastic robots, arrows on screens, hyperactive sprites all belong to the same turtle family. They all obey the same commands. By getting to know these turtles the way they get to know a person, these children are learning to be mathematicians. This is Piaget’s real message to us – learning rooted in experience.” Papert, S. […]

December 8, 2011

“A central idea behind our learning environments was that children would be able to use powerful ideas from mathematics and science as instruments of personal power. For example, geometry would become a means to create visual effects on a television screen. But achieving this often meant developing new topics in mathematics and science, an enterprise […]

November 1, 2011

“The supervaluation of abstract thinking vitiates discussion of educational issues. The reason is that educators who advocate imposing abstract ways of thinking on students almost always practice what they preach—as I tried to do in adopting a concrete style of writing—but with very different effects. A simple example is seen in the formulation of research […]

October 26, 2011

“The majority of the students were in special education classes both inside the facility and in regular school. Typically, in special education the process stays within the standard school epistemological framework, often presenting much the same material just slower and with more personal attention. We were trying to make a more fundamental change by focusing […]

October 24, 2011

“This procedure gave a way to introduce powerful ideas such as mechanical advantage and torque not in an abstract way but in a concrete, connected way. The students found the ideas powerful because they enabled them to achieve what they wanted. A procedure that directs attention to the limiting factors not only models a productive […]

October 6, 2011

“After World War I Piaget moved to Zurich to attend Carl Jung’s lectures on experimental psychology, and then to Paris to study logic and abnormal psychology. Working with Théodore Simon in Alfred Binet’s child psychology lab, he noticed that Parisian children of the same age made similar errors on true-false intelligence tests. Fascinated by their […]

June 29, 2011

“I’d like to make a very clear distinction between how you think as a revolutionary, not someone who wishes to force change, but someone who looks far enough ahead and sees that there is going to be change. There is going to be fundamental change. And the big question that I would like to raise […]

June 22, 2011

“Here’s a little curious thing that I’ve recently become intrigued by. I worked during the 80s developing a way of children doing robotics using LEGO and eventually LEGO made this thing that they marketed under the name of my book Mindstorms which is build LEGO but instead of LEGO just being an architectural passive thing […]