Ripples on the water…. “In the learning environment of the family, we are all learning from one another, all the time.” Seymour Papert

Ripples on the Ripples on the water…water…

“In the learning environment of the family,we are all learning from one another, all the time.”

Seymour PapertSeymour Papert


Mathematician. Mathematician. Early pioneer of Artificial Early pioneer of Artificial

Intelligence.Intelligence. Internationally recognized as the Internationally recognized as the

seminal thinker about ways in which seminal thinker about ways in which computers can change learning. computers can change learning.

Born and educated in South Africa, Born and educated in South Africa, he participated actively in the anti-he participated actively in the anti-apartheid movement.apartheid movement.


Pursued mathematical research at Pursued mathematical research at Cambridge University from 1954-Cambridge University from 1954-1958. 1958.

Worked with Jean Piaget at the Worked with Jean Piaget at the University of Geneva from 1958-University of Geneva from 1958-1963. It was this collaboration that 1963. It was this collaboration that led him to consider using led him to consider using mathematics in the service of mathematics in the service of understanding how children can understanding how children can learn and think.learn and think.


In 1967, Dr. Papert invented the In 1967, Dr. Papert invented the LogoLogo ComputerComputer LanguageLanguage, the first and , the first and most important effort to give children most important effort to give children control over new technology.control over new technology.

Logo’s …and Papert..featuresLogo’s …and Papert..features Logo offers learners a powerful intellectual laboratory and vehicle Logo offers learners a powerful intellectual laboratory and vehicle

for self-expression while providing teachers with a catalyst for for self-expression while providing teachers with a catalyst for rethinking the nature of teaching and learning. rethinking the nature of teaching and learning.

Logo is an object to think with, both for the learner and for the Logo is an object to think with, both for the learner and for the people who are thinking about the thinking of the learner. people who are thinking about the thinking of the learner.

Seymour Papert has provided countless educators with the thrill Seymour Papert has provided countless educators with the thrill associated with students performing intellectual feats they never associated with students performing intellectual feats they never before believed to be possible. before believed to be possible.

He invited educators into a community of powerful ideas by giving He invited educators into a community of powerful ideas by giving voice to their experiences and encouraging the sharing of learning voice to their experiences and encouraging the sharing of learning stories. We have been given a way in which to discuss profound stories. We have been given a way in which to discuss profound ideas without being overburdened by ostentatious vocabulary or ideas without being overburdened by ostentatious vocabulary or overly technical theories. Best of all, we are encouraged to interpret overly technical theories. Best of all, we are encouraged to interpret these ideas in personally resonant ways.these ideas in personally resonant ways.

Logo’s - CriticismsLogo’s - Criticisms Ask a room full of educators who know Ask a room full of educators who know

something about Logo to brainstorm a list of the something about Logo to brainstorm a list of the most frequently heard criticisms. The list always most frequently heard criticisms. The list always includes things like: includes things like: it requires teachers to learn new things; it requires teachers to learn new things; it requires too much class time to do something it requires too much class time to do something

worthwhile; worthwhile; it’s hard to assign a letter grade; it doesn’t fit neatly it’s hard to assign a letter grade; it doesn’t fit neatly

into a curriculum areas.into a curriculum areas.

These are not criticisms of Logo as much as they are These are not criticisms of Logo as much as they are criticisms of school. Logo is an embodiment of that criticisms of school. Logo is an embodiment of that criticism.criticism.


In 1980's, Dr. Papert defined the theory called In 1980's, Dr. Papert defined the theory called ConstructionismConstructionism, based on the work of Jean , based on the work of Jean Piaget, John Dewey and Maria Montessori.Piaget, John Dewey and Maria Montessori.

In 1985, Papert helped found the Media Arts and In 1985, Papert helped found the Media Arts and Sciences program at the MIT Media Laboratory. Sciences program at the MIT Media Laboratory. In 1988 he was named Lego Professor of In 1988 he was named Lego Professor of Learning Research, a chair created for him.Learning Research, a chair created for him.

He currently acts as a faculty member for the He currently acts as a faculty member for the Espistemiology and Learning Group at MIT.Espistemiology and Learning Group at MIT.

ConstructionismConstructionism

Children learn best when they are in the Children learn best when they are in the active role of the designer and constructor. active role of the designer and constructor. But the theory goes a step further. But the theory goes a step further. Constructionism"is the idea that this Constructionism"is the idea that this happens especially felicitously in a context happens especially felicitously in a context where the learner is consciously engaged where the learner is consciously engaged in constructing a public entity, whether it's in constructing a public entity, whether it's a sand castle on the beach or a theory of a sand castle on the beach or a theory of the universe." the universe."

That creation process and the end That creation process and the end product must be product must be sharedshared with others in with others in order for the full effects of order for the full effects of Constructionist learning to take rootConstructionist learning to take root. .

Main themes in ConstructionismMain themes in Constructionism

Three main themes conform the work of the group:Three main themes conform the work of the group:

"Learning through Design -"Learning through Design - Constructionism asserts that Constructionism asserts that knowledge is not simply transmitted from teacher to student, but is knowledge is not simply transmitted from teacher to student, but is actively constructed by the mind of the learner. Moreover, actively constructed by the mind of the learner. Moreover, constructionism suggests that learners are particularly likely to constructionism suggests that learners are particularly likely to create new ideas when they are actively engaged in making create new ideas when they are actively engaged in making external artifacts that they can reflect upon and share with others.external artifacts that they can reflect upon and share with others.

"Learning in Communities - "Learning in Communities - Much of their research focuses on the Much of their research focuses on the social nature of thinking, recognizing that how people think and social nature of thinking, recognizing that how people think and learn is deeply influenced by the communities and cultures with learn is deeply influenced by the communities and cultures with which they interact. which they interact.

"Learning about Systems -"Learning about Systems - Ideas about systems are important in a Ideas about systems are important in a wide range of sciences, engineering, and social sciences. New wide range of sciences, engineering, and social sciences. New computational media are significantly altering how researchers computational media are significantly altering how researchers study and think about systems, while also making systems ideas study and think about systems, while also making systems ideas more accessible to younger students. more accessible to younger students.

LEGO MINDSTORMSLEGO MINDSTORMS Center activities are compelling hands-on robotic challenges, guided by Center activities are compelling hands-on robotic challenges, guided by

facilitators.facilitators. The facilitator introduces the challenge. The children then design, program, and test The facilitator introduces the challenge. The children then design, program, and test robots on special playing fields to see how well they work. It is a process very similar robots on special playing fields to see how well they work. It is a process very similar to the one applied by cutting-edge companies when they develop new products – and to the one applied by cutting-edge companies when they develop new products – and it is “awesome”, "nice", and “cool” according to visitors!it is “awesome”, "nice", and “cool” according to visitors!The children – working in teams of two - are encouraged to try different strategies The children – working in teams of two - are encouraged to try different strategies when designing and programming the robots. Through this approach they develop: when designing and programming the robots. Through this approach they develop:

Team work and communication skills. Team work and communication skills. Problem solving and engineering skills. Problem solving and engineering skills. An understanding of the fact that there is not one “correct” answer to a practical problem, An understanding of the fact that there is not one “correct” answer to a practical problem,

but a number of possible solutions. but a number of possible solutions. Theme based robotic challengesTheme based robotic challenges

Children respond best to challenges thChildren respond best to challenges that are appealing and relevant. Therefore LEGO at are appealing and relevant. Therefore LEGO MINDSTORMS Center challenges: MINDSTORMS Center challenges:

Are the theme based. Are the theme based. Spark children's imagination. Spark children's imagination. Are precise and measurable, yet open-ended, to cater a variety of learning styles and Are precise and measurable, yet open-ended, to cater a variety of learning styles and

speeds. speeds.

His willingness and ability to work with the His willingness and ability to work with the corporate world has led to criticism from corporate world has led to criticism from within the Logo community, but has also within the Logo community, but has also produced actual products that benefit produced actual products that benefit children. Papert does not view popular children. Papert does not view popular culture with disdain, but as a variable culture with disdain, but as a variable necessary in any formula for necessary in any formula for understanding the way children learn now understanding the way children learn now and in the future.and in the future.

Mindstorms- (1980)(1980)

Connected Family (1996)

Perceptrons (1970)

The Children Machine -

1992

Published Books

““Most of his [Piaget's] followers in education set Most of his [Piaget's] followers in education set out to hasten (or at least consolidate) the out to hasten (or at least consolidate) the passage of the child beyond concrete passage of the child beyond concrete operations. My strategy is to strengthen and operations. My strategy is to strengthen and perpetuate the typical concrete process even at perpetuate the typical concrete process even at my age. Rather than pushing children to think my age. Rather than pushing children to think like adults, we might do better to remember that like adults, we might do better to remember that they are great learners and to try harder to be they are great learners and to try harder to be more like them”. (p. 155).more like them”. (p. 155).

Papert, S. (1993). Papert, S. (1993). The children's machine: Rethinking schools The children's machine: Rethinking schools in the age of the computerin the age of the computer. New York: Basic Books. . New York: Basic Books.

Never satisfied, only gratified…Never satisfied, only gratified…

““Seymour Papert possesses qualities that set him apart Seymour Papert possesses qualities that set him apart from many other great thinkers. He not only loves to from many other great thinkers. He not only loves to learn, but he relishes other people’s learning and helps learn, but he relishes other people’s learning and helps us see the magic in our own learning. us see the magic in our own learning. I have come to understand Seymour Papert’s enormous I have come to understand Seymour Papert’s enormous contributions to the world of ideas in three ways.contributions to the world of ideas in three ways.

His ability to generate brilliant theories His ability to generate brilliant theories His willingness to risk criticism for generalizing how those His willingness to risk criticism for generalizing how those

theories would look in practice theories would look in practice His ability to predict how those ideas would be assimilated and His ability to predict how those ideas would be assimilated and

misinterpreted by the institutions they challenge.”misinterpreted by the institutions they challenge.”GaryGary S. S. StagerStager

““In Papert you find the rare futurist. He not In Papert you find the rare futurist. He not only launched the idea of learner-centered only launched the idea of learner-centered computing, but then spent several computing, but then spent several decades expanding his theories while decades expanding his theories while actually building things (both software and actually building things (both software and ideas) used by others. His work shares ideas) used by others. His work shares more with Thomas Edison than most more with Thomas Edison than most "ivory tower academics.“"ivory tower academics.“

GaryGary S. S. StagerStager

References and linksReferences and links

Caperton & Papert Seymour (1996). Caperton & Papert Seymour (1996). Vision for Education – The Vision for Education – The Caperton-Papert Platform. Retrieved on 11/14/2005 at Caperton-Papert Platform. Retrieved on 11/14/2005 at http://www.mamamedia.com/areas/grownups/new/21_learning/home_alt.hthttp://www.mamamedia.com/areas/grownups/new/21_learning/home_alt.html?whicharticle=papert_capertonml?whicharticle=papert_caperton

http://el.media.mit.edu/logo-foundation/index.htmlhttp://el.media.mit.edu/logo-foundation/index.html http://www.selectedworks.co.uk/chomskypapert.htmlhttp://www.selectedworks.co.uk/chomskypapert.html http://www.stager.org/logo.htmlhttp://www.stager.org/logo.html www.papert.orgwww.papert.org www.media.mit.eduwww.media.mit.edu http://www.mff.org/edtech/article.taf?_function=detail&Content_uid1=106http://www.mff.org/edtech/article.taf?_function=detail&Content_uid1=106 http://www.connectedfamily.com/http://www.connectedfamily.com/

Documents

Ripples on the water…. “In the learning environment of the family, we are all learning from one another, all the time.” Seymour Papert