This category describes the time period in which Papert published or spoke the specific quote
“Einstein used the words “so simple only a genius could have thought of it” to describe the theory advanced by pioneering Swiss philosopher and psychologist Jean Piaget that children don’t think like grown-ups. Of course, it does not take a theory or a genius to find children’s utterances cutely surprising or exasperatingly illogical. It took […]
“How do we make writing become hard fun? One way is to develop for kids “writable” activities that they love to do. The building of robotic devices acquires “writability” because it lends itself to stage-by-stage description. Its writability is further enhanced by the use of word processors and digital cameras. But beyond technology there is
“Passionate love affairs of the young are seldom understood by their elders, and although parents cannot always be specific about their concerns, an unusually wide generation gap feeds fears that children are off in dangerous places. Worrying about bad company in cyberspace has captured first place from worrying about children becoming isolated nerds.” Papert, S.
Technology in Schools: Local fix or Global Transformation? Remarks by Seymour Papert for a House of Representatives Panel on Technology and Education on October 12, 1995. 1. Recommendations. 1.1. The understanding in the Education Establishment of the consequences for education of digital technology is deplorably limited. The policy of Federal agencies is a grab bag
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“The eighth big idea is we are entering a digital world where knowing about digital technology is as important as reading and writing. So learning about computers is essential for our students’ futures BUT the most important purpose is using them NOW to learn about everything else.” Papert, S. (1999) “The Eight Big Ideas Behind
“The seventh big idea is do unto ourselves what we do unto our students. We are learning all the time. We have a lot of experience of other similar projects but each one is different. We do not have a pre-conceived idea of exactly how this will work out. We enjoy what we are doing
“The sixth big idea is the biggest of all: you can’t get it right without getting it wrong. Nothing important works the first time. The only way to get it right is to look carefully at what happened when it went wrong. To succeed you need the freedom to goof on the way.” Papert, S.
“The fifth big idea is taking time – the proper time for the job. Many students at school get used to being told every five minutes or every hour: do this, then do that, now do the next thing. If someone isn’t telling them what to do they get bored. Life is not like that.
“The fourth big idea is learning to learn. Many students get the idea that “the only way to learn is by being taught.” This is what makes them fail in school and in life. Nobody can teach you everything you need to know. You have to take charge of your own learning.” Papert, S. (1999)
“The third big idea is hard fun. We learn best and we work best if we enjoy what we are doing. But fun and enjoying doesn’t mean “easy.” The best fun is hard fun. Our sports heroes work very hard at getting better at their sports. The most successful carpenter enjoys doing carpentry. The successful