Seymour Papert Quotes

Every maker of video games knows something that the makers of curriculum don't seem to understand. You'll never see a video game being advertised as being easy. Kids who do not like school will tell you it's not because it's too hard. It's because it's--boring

Generally in life, knowledge is acquired to be used. But school learning more often fits Freire's apt metaphor: knowledge is treated like money, to be put away in a bank for the future.

In a classical joke a child stays behind after school to ask a personal question. "Teacher, what did I learn today? " The surprised teacher asks, "Why do you ask that?" and the child replies, "Daddy always asks me and I never know what to say".

You can’t think about thinking without thinking about thinking about something.

Progressive teachers knew very well how to use the computer for their own ends as an instrument of change; School knew very well how to nip this subversion in the bud.

Nothing bothers me more than when people criticize my criticism of school by telling me that schools are not just places to learn maths and spelling, they are places where children learn a vaguely defined thing called socialization. I know. I think schools generally do an effective and terribly damaging job of teaching children to be infantile, dependent, intellectually dishonest, passive and disrespectful to their own developmental capacities.

The mathophobia endemic in contemporary culture blocks many people from learning anything they recognize as ‘math,’ although they may have no trouble with mathematical knowledge they do not perceive as such.

In many schools today, the phrase "computer-aided instruction" means making the computer teach the child. One might say the computer is being used to program the child. In my vision, the child programs the computer and, in doing so, both acquires a sense of mastery over a piece of the most modern and powerful technology and establishes an intimate contact with some of the deepest ideas from science, from mathematics, and from the art of intellectual model building.

The psychologist Howard Gardner used the MIT scholar Seymour Papert’s famous description of the child’s “grasshopper mind”6 to describe the spasmodic way our digital young now typically “hop from point to point, distracted from the original task.

You can't think about thinking without thinking about thinking about something.

If having a valued skill no longer guarantees employment, then the only way to be sure of being employable is to be able to develop new skills, as Seymour Papert (1998) observed: So the model that says learn while you’re at school, while you’re young, the skills that you will apply during your lifetime is no longer tenable. The skills that you can learn when you’re at school will not be applicable. They will be obsolete by the time you get into the workplace and need them, except for one skill. The one really competitive skill is the skill of being able to learn. It is the skill of being able not to give the right answer to questions about what you were taught in school, but to make the right response to situations that are outside the scope of what you were taught in school. We need to produce people who know how to act when they’re faced with situations for which they were not specifically prepared.

It is 100 years since John Dewey began arguing for the kind of change that would move schools away from authoritarian classrooms with abstract notions to environments in which learning is achieved through experimentation, practice and exposure to the real world. I, for one, believe the computer makes Dewey’s vision far more accessible epistemologically. It also makes it politically more likely to happen, for where Dewey had nothing but philosophical arguments, the present day movement for change has an army of agents. The ultimate pressure for the change will be child power.

But the interesting cases are those where the conflict remains obstinately in place however much we ponder the problem. These are the cases where we are tempted to conclude that "intuition cannot be trusted." In these situations we need to improve our intuition, to debug it, but the pressure on us is to abandon intuition and rely on equations instead.

An unknown but certainly significant proportion of the population has almost completely given up on learning. These people seldom, if ever engage in deliberate learning and see themselves as neither competent at it nor likely to enjoy it. The social and personal cost is enormous. Although negative self-images can be overcome, in the life of an individual they are extremely robust and powerfully self-reinforcing. Deficiency becomes identity: “I can’t learn French, I don’t have an ear for languages;” “I could never be a businessman, I don’t have a head for figures;”… If people believe firmly enough that they cannot do math, they will usually succeed in preventing themselves from doing whatever they recognize as math. The consequences of such self-sabotage is personal failure, and each failure reinforces the original belief. And such beliefs may be most insidious when held not only by individuals, but by our entire culture.

An important component in the history of knowledge is the development of techniques that increase the potency of “words and diagrams.” What is true historically is also true for the individual: An important part of becoming a good learner is learning how to push out the frontier of what we can express with words. From this point of view the question about the bicycle is not whether or not one can “tell” someone “in full” how to ride but rather what can be done to improve our ability to communicate with others (and with ourselves in internal dialogues)

One such usage is the turtle module (which is also part of the standard library). To quote the Python docs: Turtle graphics is a popular way for introducing programming to kids. It was part of the original Logo programming language developed by Wally Feurzig and Seymour Papert in 1966. Programmers

Children begin their lives as eager and competent learners. They have to learn to have trouble with learning in general and mathematics in particular.

In Teaching Children Thinking, a paper originally written in 1968, Seymour Papert makes an audacious claim: The phrase, “technology and education” usually means inventing new gadgets to teach the same old stuff in a thinly disguised version of the same old way. Moreover, if the gadgets are computers, the same old teaching becomes incredibly more expensive and biased towards its dumbest parts, namely the kind of rote learning in which measurable results can be obtained by treating the children like pigeons in a Skinner box.

I think it’s an exaggeration, but there’s a lot of truth in saying that when you go to school, the trauma is that you must stop learning and you must now accept being taught. — Seymour Papert

As Seymour Papert says, “You can’t think about thinking without thinking about thinking about something.” (Papert, 2005)

Skinner’s teaching machine might look terribly out-of-date, but I’d argue that this is the history that still shapes so much of what we see today. Self-paced learning, gamification, an emphasis on real-time or near-real-time corrections. No doubt, ed-tech today draws quite heavily on Skinner’s ideas because Skinner (and his fellow education psychologist Edward Thorndike) has been so influential in how we view teaching and learning and how we view schooling. So much B. F. Skinner. So little Seymour Papert. So little Alan Kay. I'd argue too that this isn’t just about education technology. There’s so much Skinner and so little Kay in “mainstream” technology too. Think Zynga, for example.

You can't think seriously about thinking without thinking about thinking about something.

Back in the ’80s, MIT’s pioneering educational theorist Seymour Papert argued that computer programming constituted a mode of thought deeply useful to children. Much as you learn French best by living in a place where it’s spoken daily (a French land, like Paris), you learn logic and math and systematic thinking by living in a “Mathland”—which is, essentially, computer programming.

Though it has become a naturalized part of music-making since the first one was built in 1710, the pianoforte (its name means “soft-loud”) was a technical marvel for its time, a machine that changed music in ways that are hard to imagine. Computer pioneer Alan Kay once observed that any technological advance is “technology only for people who are born before it was invented,” and in the case of the piano, this applies to no one alive today. Seymour Papert, the MIT researcher, concluded, “That’s why we don’t argue about whether the piano is corrupting music with technology.

In a stunning 1971 paper, Twenty Things to Do with a Computer, Seymour Papert and Logo co-creator Cynthia Solomon proposed educative computer-based projects for kids. They included composing music, controlling puppets, programming, movie making, mathematical modeling, and a host of other projects that schools should aspire to more than 40 years later. Papert and Solomon also made the case for 1:1 computing and stressed the three game changers discussed later in this book. The school computer should have a large number of output ports to allow the computer to switch lights on and off, start tape recorders, actuate slide projectors and start and stop all manner of little machines. There should also be input ports to allow signals to be sent to the computer. In our image of a school computation laboratory, an important role is played by numerous “controller ports” which allow any student to plug any device into the computer… The laboratory will have a supply of motors, solenoids, relays, sense devices of various kids, etc. Using them, the students will be able to invent and build an endless variety of cybernetic systems.