May 1, 2012

“The computer can be a partner in a great diversity of relationships. The computer is an expressive medium that different people can make their own in their own way. But people who want to approach the computer in a “non-canonical” style are rarely given the opportunity to do so. They are discouraged by the dominant […]

April 4, 2012

“I find an interesting toe-hold for the problem in which I called the playful facet–the element of tease inherent in the idea that it would be particularly oxymoronic to convey the idea of constructionism through a definition since, after all, constructionism boils down to demanding that everything be understood by being constructed. The joke is […]

April 3, 2012

“My goal in life which has been my major activity over the last 10 years, has been to find ways children can use this technology as a constructive medium to do things that no child could do before, to do things at a level of complexity that was not previously accessible to children.” Papert, S. […]

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, […]

March 8, 2012

“But insofar as it can be seen as an aspect of education, it is about something far more specific than constructivism in the usual sense of the word. The principle of getting things done, of making things — and of making them work – is important enough, and different enough from any prevalent ideas about […]

January 17, 2012

“One of my central mathetic tenets is that the construction that takes place “in the head” often happens especially felicitously when it is supported by construction of a more public son “in the world” – a sand castle or a cake, a LEGO house or a corporation, a computer program, a poem, or a theory […]

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 25, 2011

“Let’s go back to Dewey for a moment. Intellectual growth, he often told us, must be rooted in the child’s experience. But surely one of the fundamental problems of the school is how to extend or use the child’s experience. It must be understood that “experience” does not mean mere busy work: two children who […]

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 5, 2011

“This praise for the concrete is not to be confused with a strategy of using it as a stepping-stone to the abstract. That would leave the abstract ensconced as the ultimate form of knowing. I want to say something more controversial and more subtle in helping to demote abstract thinking from being seen as “the […]