Tag Archives: Mindstorms: Children Computers and Powerful Ideas

Another thought from Papert

Seymour Papert - Grafik

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Like I said yesterday, I’m reading through Seymour Papert’s Mindstorms: Children, Computers, and Powerful Ideas right now. It is full of potent ideas about education that are reverberating in my brain as I read it. Here’s another quote from the chapter titled “Mathophobia: The Fear of Learning”:

Our children grow up in a culture permeated with the idea that there are “smart people” and “dumb people.” The social construction of the individual is as a bundle of aptitudes. There are people who are “good at math” and people who “can’t do math.” Everything is set up for children to attribute their first unsuccessful or unpleasant learning experiences to their own disabilities. As a result, children perceive failure as relegating them either to the group of “dumb people” or, more often, to a group of people “dumb at x” (where, as we have pointed, x often equals mathematics). Within this framework children will define themselves in terms of their limitations, and this definition will be consolidated and reinforced throughout their lives. Only rarely does some exceptional event lead people to reorganize their intellectual self-image in such a way as to open up new perspectives on what is learnable.

Haven’t all of us who teach seen this among the people in our classes? The culture in which our students grow up unnaturally, and incorrectly, breaks people into “good at math” or “bad at math”, and students who don’t have consistent, lifelong success will put themselves in the second camp, never to break out unless some “exceptional event” takes place. Surely each person has real limitations — I, for example, will never be on the roster of an NFL team, no matter how much I believe in myself — but when you see what students are capable of doing when put into a rich intellectual environment that provides them with challenges and support to meet them, you can’t help but wonder how many of those “limitations” are self-inflicted and therefore illusory.

It seems to me that we teachers are in the business of crafting and delivering “exceptional events” in Papert’s sense.

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