Children of the Machine
This is Chapter 14 of The Future Does Not Compute: Transcending the Machines in Our Midst, by Stephen L. Talbott. Copyright 1995 O'Reilly & Associates. All rights reserved. You may freely redistribute this chapter in its entirety for noncommercial purposes. For information about the author's online newsletter, NETFUTURE: Technology and Human Responsibility, see http://www.netfuture.org/.
One wants so badly to like what Seymour Papert has done. In his book The Children's Machine he deftly limns the stiff, repellent, institutionalized absurdities of conventional education. His emphases upon the child's natural proclivities, informal classroom settings, the integration of education with life, and the sheer fun of learning all bear on what is wrong with education today. He condemns the idea of teacher-as-technician. And best of all, he repeatedly stresses a “central theme” of his book: the “tendency to overvalue abstract reasoning is a major obstacle to progress in education.” What we need, he tells us, is a return to “more concrete ways of knowing” (p. 137).
Papert made his reputation in education by introducing computers in the classroom -- and, particularly, by creating the Logo language, which enables young children to learn through programming. That may help us understand why he places the computer at the heart of his educational program. But it does not ease our perplexity, verging finally on incredulity, as we read that computer technology is to be ...
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