{"id":3990,"date":"2017-03-13T10:07:04","date_gmt":"2017-03-13T15:07:04","guid":{"rendered":"http:\/\/stager.tv\/?p=3990"},"modified":"2020-07-25T18:58:00","modified_gmt":"2020-07-25T23:58:00","slug":"seymour-papert-father-of-the-maker-movement","status":"publish","type":"post","link":"https:\/\/stager.tv\/?p=3990","title":{"rendered":"Seymour Papert – Father of the Maker Movement"},"content":{"rendered":"

<\/a>Dr. Gary Stager<\/a> was invited to write a profile\u00a0of his friend, colleague, and mentor Dr. Seymour Papert<\/a>\u00a0for the premiere issue of Hello World!<\/strong><\/a><\/em>, an impressive new magazine for educators from The Raspberry Pi Foundation. This new print magazine is also available online under\u00a0a Creative Commons license.<\/p>\n

I suggest you explore the entire new magazine for inspiration and practical classroom ideas around the Raspberry Pi platform, “coding,” problem solving, physical computing, and computational thinking.<\/p>\n

Gary’s article was cut due to space limitations. However, the\u00a0good news, for anyone interested, is that the full text of the article appears below (with its original title).<\/p>\n

<\/a>
See page 25 of the Hello World! Magazine<\/figcaption><\/figure>\n

Seymour Papert Would have Loved the Raspberry Pi!
\n<\/strong><\/p>\n

When Dr. Seymour Papert died in July 2016, the world lost one of the great philosophers and change-agents of the past half-century. Papert was not only a recognized mathematician, artificial intelligence pioneer, computer scientist, and the person Jean Piaget hired to help him understand how children construct mathematical knowledge; he was also the father of educational computing and the maker movement.<\/p>\n

By the late 1960s, Papert was advocating for every child to have its own computer. At a time when few people had ever seen a computer, Papert wasn\u2019t just dreaming of children using computers to play games or be asked quiz questions. He believed that children should program the computer.\u00a0\u00a0They should be in charge of the system; learning while programming and debugging. He posed a fundamental question still relevant today, \u201cDoes the child program the computer or does the computer program the child?\u201d\u00a0\u00a0Along with colleagues Cynthia Solomon and Wally Feurzig, Papert created Logo, the first programming language designed specifically for children and learning.\u00a0\u00a0MicroWorlds<\/a>, Scratch<\/a>, and SNAP!<\/a> are but a few of the Logo dialects in use fifty years later.<\/p>\n

Papert\u2019s legacy extends beyond children programming, despite how rare and radical that practice remains today. In 1968, Alan Kay was so impressed by the mathematics he witnessed children doing in Logo that he sketched the Dynabook, the prototype for the modern personal computer on his flight home from visiting Papert at MIT.\u00a0\u00a0In the mid-1980s, Papert designed the first programmable robotics construction kit for children, LEGO TC Logo. LEGO\u2019s current line of robotics gear is named for Papert\u2019s seminal book,\u00a0Mindstorms<\/em><\/a>. In 1993, Papert conjured up images of a knowledge machine that children could use to answer their questions, just like the new Amazon Echo<\/a> or Google Home. littleBits<\/a> and MaKey Makey<\/a> are modern descendants of Papert\u2019s vision.<\/p>\n

Prior to the availability of CRTs (video displays), the Logo turtle was a cybernetic creature tethered to a timeshare terminal. As students expressed formal mathematical ideas for how they wished the turtle to move about in space, it would drag a pen (or lift it up) and move about in space as a surrogate for the child\u2019s body, all the while learning not only powerful ideas from computer science, but constructing mathematical knowledge by \u201cteaching\u201d the turtle. From the beginning, Papert\u2019s vision included physical computing and using the computer to make things that lived on the screen and in the real world. This vision is clear in a paper Cynthia Solomon and Seymour Papert co-authored in 1970-71, \u201cTwenty Things to Do with a Computer<\/a>.\u201d<\/p>\n

\u201cIn 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\u2026 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. \u201c\u00a0<\/em>(Papert & Solomon, 1971)<\/em><\/p><\/blockquote>\n

This document made the case for the maker movement more than forty-five years ago. Two decades later, Papert spoke of the computer as mudpie or material with which one could not only create ideas, art, or theories, but also build intelligent machines and control their world.<\/p>\n

From his early days as an anti-apartheid dissident in 1940s South Africa to his work with children in underserved communities and neglected settings around the world, social justice and equity was a current running through all of Papert\u2019s activities. If children were to engage with powerful ideas and construct knowledge, then they would require agency over the learning process and ownership of the technology used to construct knowledge.<\/p>\n

“If you can make things with technology, then you can make a lot more interesting things. And learn a lot more by making them.”<\/em>\u00a0\u2013 Seymour Papert\u00a0(Stager, 2006)<\/p><\/blockquote>\n

Programming computers and building robots are a couple examples of how critical student agency was to Papert.\u00a0\u00a0He inspired 1:1 computing, Maine becoming the first state on earth to give a laptop to every\u00a0\u00a07th<\/sup>\u00a0& 8th<\/sup>\u00a0grader, and the One Laptop Per Child initiative.<\/p>\n

\u00a0\u201c…Only inertia and prejudice, not economics or lack of good educational ideas stand in the way of providing every child in the world with the kinds of experience of which we have tried to give you some glimpses. If every child were to be given access to a computer, computers would be cheap enough for every child to be given access to a computer.\u201d\u00a0<\/em>(Papert & Solomon, 1971)<\/em><\/p><\/blockquote>\n

It made Papert crazy that kids could not build their own computers. When we worked together (1999-2002) to create an alternative project-based learning environment inside a troubled teen prison, we bought PCs hoping that the kids could not only maintain them, but also eventually build their own. Despite kids building guitars, gliders, robots, films, computer programs, cameras, telescopes, and countless other personally meaningful projects uninterrupted for five hours per day \u2013 a \u201cmakerspace\u201d as school. Back then, it was too much trouble to source parts and build \u201cpersonal\u201d computers.<\/p>\n

In 1995, Papert caused a commotion in a US Congressional hearing on the future of education when an infuriated venture capitalist scolded him while saying that it was irresponsible to assert that computers could cost $100, have a lifespan of a decade, and be maintained by children themselves.\u00a0\u00a0(CSPAN, 1995)\u00a0Later Papert would be fond of demonstrating how any child anywhere in the world could repair the $100 OLPC laptop with a single screwdriver. Before Congress<\/a>, he asserted that computers only seem expensive when accounting tricks compare them to the price of pencils. If used in the expansive ways his projects demonstrated, Papert predicted that \u201ckid power\u201d could change the world.<\/p>\n

The Raspberry Pi finally offers children a low-cost programmable computer that they may build, maintain, expand, and use to control cyberspace and the world around them. Its functionality, flexibility, and affordability hold the promise of leveraging kid power to put the last piece in the Papert puzzle.<\/p>\n

References:
\n<\/strong>CSPAN (Producer). (1995, 12\/1\/16). Technology In Education [Video] Retrieved from\u00a0https:\/\/www.c-span.org\/video\/?67583-1\/technology-education&whence<\/a>=<\/p>\n

Papert, S., & Solomon, C. (1971).\u00a0Twenty things to do with a computer<\/em>. Retrieved from Cambridge, MA:<\/p>\n

Stager, G. S. (2006).\u00a0An Investigation of Constructionism in the Maine Youth Center.<\/em>\u00a0(Ph.D.), The University of Melbourne, Melbourne.<\/p>\n

<\/p>\n

Gary S. Stager, Ph.D<\/a>. is a veteran teacher educator, speaker, and twenty-year colleague of Seymour Papert. He is the co-author of\u00a0Invent To Learn \u2013 Making, Tinkering, and Engineering in the Classroom<\/em><\/a>, Director the Constructing Modern Knowledge institute (cmkfutures.com<\/a>), and curator of the Papert archives at dailypapert.com<\/a>.<\/p>\n","protected":false},"excerpt":{"rendered":"

Dr. Gary Stager was invited to write a profile\u00a0of his friend, colleague, and mentor Dr. Seymour Papert\u00a0for the premiere issue of Hello World!, an impressive … <\/p>\n","protected":false},"author":2,"featured_media":0,"comment_status":"open","ping_status":"open","sticky":false,"template":"","format":"standard","meta":{"_jetpack_memberships_contains_paid_content":false,"footnotes":""},"categories":[479,435,428,526,434,436,429,431,438],"tags":[1398,743,889,860,1331,672,1226,543,1467,1332,977,558,1141],"class_list":["post-3990","post","type-post","status-publish","format-standard","hentry","category-11-computing","category-featured","category-general","category-leadership","category-learning","category-news","category-project-based-learning","category-teaching","category-technology","tag-11-computing","tag-cynthia-solomon","tag-laptops","tag-lego","tag-littlebits","tag-logo","tag-makey-makey","tag-microworlds","tag-physical-computing","tag-raspberry-pi","tag-scratch","tag-seymour-papert","tag-snap"],"yoast_head":"\nSeymour Papert - 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