May 15, 2012

“Building and playing with castles of sand, families of dolls, houses of Lego, and collections of cards provide images of activities which are well rooted in contemporary cultures and which plausibly enter into learning processes that go beyond specific narrow skills. I do not believe that anyone fully understands what gives these activities their quality […]

April 10, 2012

“There has been very litter interaction between the elementary curriculum reform movement and the conceptual, theoretical wings of computer science. We believe that by opening the dialogue we may be unleashing an intellectual force of great power; for education might the area of research and application needed for certain germinating ideas in the theory of […]

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 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 […]

March 6, 2012

“Looking at the complex texture of LOGO development (of which I have mentioned only a sample of what already exists and barely a foretaste of what might come) provides a new perspective on the problem of deciding not only whether LOGO succeeded or failed, but whether all endeavors in the field have succeeded or failed. […]

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. […]

January 18, 2012

“People often congratulate me for making such a good language for children. But they are wrong. Logo isn’t a “good language for children”–in fact, a language that was “good for children” in this limited sense would not be good for children. Children deserve a language that is good, period. Logo is only good for children […]

December 15, 2011

“Logo gave many thousands of elementary teachers their first opportunity to appropriate the computer in ways that would extend their personal styles of teaching. This was not easy for them. They were frustrated by poor conditions: They usually had to work with minimal computer systems and often had to share them among several classrooms; opportunities […]

December 13, 2011

“In 1971 Channel 5, a local Boston TV station, produced a program on children in new learning situations and included a segment on Logo. Here is that segment. My one regret is that Seymour was not talking with a child during the filming. By the way I am indebted to youTube and one of its […]

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 […]