Saturday, November 17, 2007

a technology-human iteration: part two

Part one is here

second iteration: the tension between how children learn and the complex, non spontaneous nature of the development of advanced scientific or Enlightenment ideas

the non universals:
  • reading and writing
  • deductive abstract mathematics
  • model based science
  • equal rights
  • democracy
  • perspective drawing
  • theory of harmony
  • similarities over differences
  • slow deep thinking
  • agriculture
  • legal systems
The non universals have not arisen spontaneously, they have been discovered by the smartest humans after hundreds or thousands of years of civilisation. Hence, it follows that children need guidance in learning them, they will not be discovered by open ended discovery learning. There is an objective need for some version of “school” - where advanced knowledge is somehow communicated from those who know it to those who don't.

The resolution of this tension is to develop an honest children's version of the advanced ideas. For some of these ideas (not all) the computer can aid this process. Which ones? The list would include the laws of motion, turtle geometry, calculus by vectors, exponential growth, feedback and system ecologies. I think this should be the starting point or at least one of the starting points for thinking about how computers should be used in schools.

Part of the discussion here is establishing that computers are not currently used to their full potential in schools. IMO once the above vision of how computers could be used in schools is understood then it becomes obvious that they are currently poorly used in schools.

This part of the discussion is still at the level of the broad overall vision. Part three gets down to the nitty gritty.

(end of part two)

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