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"Papert, Seymour"
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Affective Learning — A Manifesto
The use of the computer as a model, metaphor, and modelling tool has tended to privilege the 'cognitive' over the 'affective' by engendering theories in which thinking and learning are viewed as information processing and affect is ignored or marginalised. In the last decade there has been an accelerated flow of findings in multiple disciplines supporting a view of affect as complexly intertwined with cognition in guiding rational behaviour, memory retrieval, decision-making, creativity, and more. It is time to redress the imbalance by developing theories and technologies in which affect and cognition are appropriately integrated with one another. This paper describes work in that direction at the MIT Media Lab and projects a large perspective of new research in which computer technology is used to redress the imbalance that was caused (or, at least, accentuated) by the computer itself. [PUBLICATION ABSTRACT]
Journal Article
What's the big idea? Toward a pedagogy of idea power
A key to understanding why School is what it is lies in recognizing a systematic tendency to deform ideas in specific ways in order to make them fit into a pedagogical framework. One of these deformations is described here as disempowering ideas. The insight leads to a new direction for innovation in education: reempowering the disempowered ideas. Doing so is not easy: it needs a new epistemology with a focus on power as a property of ideas and a challenge to the School culture. On the positive side, the insight also leads to a new vision of what technology can offer education.
Journal Article
Epistemological Pluralism: Styles and Voices within the Computer Culture
Recent technological developments in interfaces, programing philosophy, and artificial intelligence may invite the participation of women programers, who find a concrete, intuitive, and informal style of programing more congenial than the hierarchical, rule-driven style heretofore pervasive in computer culture. (DM)
Journal Article
A Future in Concrete?
Papert questions the effectivity of New England's system of higher education. While it is widely recognized that the baggage of knowledge and attitudes brought by students entering universities is deeply affected by their digital experience, he says that the the Education Establishment has shown extraordinary passivity toward development of the experience.
Trade Publication Article