Seymour Papert

Bio: Seymour Papert is an academic researcher from Massachusetts Institute of Technology. The author has contributed to research in topics: Computer literacy & Epistemological pluralism. The author has an hindex of 33, co-authored 73 publications receiving 16391 citations. Previous affiliations of Seymour Papert include University of Cambridge.

Mindstorms: Children, Computers, And Powerful Ideas

Abstract: The Gears of My Childhood Before I was two years old I had developed an intense involvement with automobiles. The names of car parts made up a very substantial portion of my vocabulary: I was particularly proud of knowing about the parts of the transmission system, the gearbox, and most especially the differential. It was, of course, many years later before I understood how gears work; but once I did, playing with gears became a favorite pastime. I loved rotating circular objects against one another in gearlike motions and, naturally, my first "erector set" project was a crude gear system. I became adept at turning wheels in my head and at making chains of cause and effect: "This one turns this way so that must turn that way so . . . " I found particular pleasure in such systems as the differential gear, which does not follow a simple linear chain of causality since the motion in the transmission shaft can be distributed in many different ways to the two wheels depending on what resistance they encounter. I remember quite vividly my excitement at discovering that a system could be lawful and completely comprehensible without being rigidly deterministic. I believe that working with differentials did more for my mathematical development than anything I was taught in elementary school. Gears, serving as models, carried many otherwise abstract ideas into my head. I clearly remember two examples from school math. I saw multiplication tables as gears, and my first brush with equations in two variables (e.g., 3x + 4y = 10) immediately evoked the differential. By the time I had made a mental gear model of the relation between x and y, figuring how many teeth each gear needed, the equation had become a comfortable friend. Many years later when I read Piaget this incident served me as a model for his notion of assimilation, except I was immediately struck by the fact that his discussion does not do full justice to his own idea. He talks almost entirely about cognitive aspects of assimilation. But there is also an affective component. Assimilating equations to gears certainly is a powerful way to bring old knowledge to bear on a new object. But it does more as well. I am sure that such assimilations helped to endow mathematics, for me, with a positive affective tone that can be traced back to my infantile experiences with cars. I believe Piaget really agrees. As I came to know him personally I understood that his neglect of the affective comes more from a modest sense that little is known about it than from an arrogant sense of its irrelevance. But let me return to my childhood. One day I was surprised to discover that some adults---even most adults---did not understand or even care about the magic of the gears. I no longer think much about gears, but I have never turned away from the questions that started with that discovery: How could what was so simple for me be incomprehensible to other people? My proud father suggested "being clever" as an explanation. But I was painfully aware that some people who could not understand the differential could easily do things I found much more difficult. Slowly I began to formulate what I still consider the fundamental fact about learning: Anything is easy if you can assimilate it to your collection of models. If you can't, anything can be painfully difficult. Here too I was developing a way of thinking that would be resonant with Piaget's. The understanding of learning must be genetic. It must refer to the genesis of knowledge. What an individual can learn, and how he learns it, depends on what models he has available. This raises, recursively, the question of how he learned these models. Thus the "laws of learning" must be about how intellectual structures grow out of one another and about how, in the process, they acquire both logical and emotional form. This book is an exercise in an applied genetic epistemology expanded beyond Piaget's cognitive emphasis to include a concern with the affective. It develops a new perspective for education research focused on creating the conditions under which intellectual models will take root. For the last two decades this is what I have been trying to do. And in doing so I find myself frequently reminded of several aspects of my encounter with the differential gear. First, I remember that no one told me to learn about differential gears. Second, I remember that there was feeling, love, as well as understanding in my relationship with gears. Third, I remember that my first encounter with them was in my second year. If any "scientific" educational psychologist had tried to "measure" the effects of this encounter, he would probably have failed. It had profound consequences but, I conjecture, only very many years later. A "pre- and post-" test at age two would have missed them. Piaget's work gave me a new framework for looking at the gears of my childhood. The gear can be used to illustrate many powerful "advanced" mathematical ideas, such as groups or relative motion. But it does more than this. As well as connecting with the formal knowledge of mathematics, it also connects with the "body knowledge," the sensorimotor schemata of a child. You can be the gear, you can understand how it turns by projecting yourself into its place and turning with it. It is this double relationship---both abstract and sensory---that gives the gear the power to carry powerful mathematics into the mind. In a terminology I shall develop in later chapters, the gear acts here as a transitional object. A modern-day Montessori might propose, if convinced by my story, to create a gear set for children. Thus every child might have the experience I had. But to hope for this would be to miss the essence of the story. I fell in love with the gears. This is something that cannot be reduced to purely "cognitive" terms. Something very personal happened, and one cannot assume that it would be repeated for other children in exactly the same form. My thesis could be summarized as: What the gears cannot do the computer might. The computer is the Proteus of machines. Its essence is its universality, its power to simulate. Because it can take on a thousand forms and can serve a thousand functions, it can appeal to a thousand tastes. This book is the result of my own attempts over the past decade to turn computers into instruments flexible enough so that many children can each create for themselves something like what the gears were for me.

The children's machine: rethinking school in the age of the computer

Abstract: Yearners and Schoolers Personal Thinking School: Change and Resistance to Change Teachers A World for Learning An Anthology of Learning Stories Instructionism versus Constructionism Computerists Yearners and Schoolers Cybernetics What can be done?

Counter-Free Automata

Abstract: A particular class of finite-state automata, christened by the authors "counter-free," is shown here to behave like a good actor: it can drape itself so thoroughly in the notational guise and embed itself so deeply in the conceptual character of several quite different approaches to automata theory that on the surface it is hard to believe that all these roles are being assumed by the same class.This is one of the reasons it has been chosen for study here. The authors write that they "became impressed with the richness of its mathematical complexity" and that "a sure sign of gold is when profound mathematical theory interacts with problems that arise independently. And indeed it is noteworthy that the class of automata we shall discuss was defined more or less explicitly by several people working from very different directions and using very different concepts. The remarkable happening was that these definitions could not be recognized as equivalent until algebraic tools of analysis were brought to the field in the works of Schutzenberger and in the works of Krohn and Rhodes."The theme of the monograph is the utility and equivalence of these different definitions of counter-free automata. Its organization follows the plan of taking up, one by one, each of a number of different conceptualizations: the historically important "nerve net" approach; the algebraic approach, in which automata are treated as semigroups; the "classical" theory based on state transition diagrams; the "linguistic" approach based on the concept of regular expressions; and the "behavioral" descriptions using symbolic logic. In each of these conceptual areas, the class of automata under study is found in a new guise. Each time it appears as yet another special case. The authors' burden is to show that all these definitions are in fact equivalent.Care has been taken so that this research monograph can be used as a self-sufficient text. Notations have been defined carefully and always in the context of the discussion. Most of the chapters end with a substantial number of exercises. It is self-contained in that all concepts are defined, and all theorems used are, with one exception, either fully proved or safely left as exercises for the student.

Epistemological Pluralism: Styles and Voices within the Computer Culture

Abstract: The prevailing image of the computer represents it as a logical machine and computer programming as a technical, mathematical activity. Both the popular and technical culture have constructed computation as the ultimate embodiment of the abstract and formal. Yet the computer's intellectual personality has another side: our research finds diversity in the practice of computing that is denied by its social construction. When we looked closely at programmers in action we saw formal and abstract approaches; but we also saw highly successful programmers in relationships with their material that are more reminiscent of a painter than a logician. They use concrete and personal approaches to knowledge that are far from the cultural stereotypes of formal mathematics.1

经验与教育 = Experience and education

Abstract: Experience and Educationis the best concise statement on education ever published by John Dewey, the man acknowledged to be the pre-eminent educational theorist of the twentieth century. Written more than two decades after Democracy and Education(Dewey's most comprehensive statement of his position in educational philosophy), this book demonstrates how Dewey reformulated his ideas as a result of his intervening experience with the progressive schools and in the light of the criticisms his theories had received. Analysing both "traditional" and "progressive" education, Dr. Dewey here insists that neither the old nor the new education is adequate and that each is miseducative because neither of them applies the principles of a carefully developed philosophy of experience. Many pages of this volume illustrate Dr. Dewey's ideas for a philosophy of experience and its relation to education. He particularly urges that all teachers and educators looking for a new movement in education should think in terms of the deeped and larger issues of education rather than in terms of some divisive "ism" about education, even such an "ism" as "progressivism." His philosophy, here expressed in its most essential, most readable form, predicates an American educational system that respects all sources of experience, on that offers a true learning situation that is both historical and social, both orderly and dynamic.

Good features to track

Abstract: No feature-based vision system can work unless good features can be identified and tracked from frame to frame. Although tracking itself is by and large a solved problem, selecting features that can be tracked well and correspond to physical points in the world is still hard. We propose a feature selection criterion that is optimal by construction because it is based on how the tracker works, and a feature monitoring method that can detect occlusions, disocclusions, and features that do not correspond to points in the world. These methods are based on a new tracking algorithm that extends previous Newton-Raphson style search methods to work under affine image transformations. We test performance with several simulations and experiments. >

In a Different Voice. Psychological Theory and Women’s Development. Cambridge, MA (Harvard University Press) 1982.

Abstract: Introduction 1. Woman's Place in Man's Life Cycle 2. Images of Relationship 3. Concepts of Self and Morality 4. Crisis and Transition 5. Women's Rights and Women's Judgment 6. Visions of Maturity References Index of Study Participants General Index

Flocks, herds and schools: A distributed behavioral model

Abstract: The aggregate motion of a flock of birds, a herd of land animals, or a school of fish is a beautiful and familiar part of the natural world. But this type of complex motion is rarely seen in computer animation. This paper explores an approach based on simulation as an alternative to scripting the paths of each bird individually. The simulated flock is an elaboration of a particle systems, with the simulated birds being the particles. The aggregate motion of the simulated flock is created by a distributed behavioral model much like that at work in a natural flock; the birds choose their own course. Each simulated bird is implemented as an independent actor that navigates according to its local perception of the dynamic environment, the laws of simulated physics that rule its motion, and a set of behaviors programmed into it by the "animator." The aggregate motion of the simulated flock is the result of the dense interaction of the relatively simple behaviors of the individual simulated birds.

Technological Pedagogical Content Knowledge: A Framework for Teacher Knowledge

Abstract: Research in the area of educational technology has often been critiqued for a lack of theoretical grounding. In this article we propose a conceptual framework for educational technology by building on Shulman’s formulation of ‘‘pedagogical content knowledge’’ and extend it to the phenomenon of teachers integrating technology into their pedagogy. This framework is the result of 5 years of work on a program of research focused on teacher professional development and faculty development in higher education. It attempts to capture some of the essential qualities of teacher knowledge required for technology integration in teaching, while addressing the complex, multifaceted, and situated nature of this knowledge. We argue, briefly, that thoughtful pedagogical uses of technology require the development of a complex, situated form of knowledge that we call Technological Pedagogical Content Knowledge (TPCK). In doing so, we posit the complex roles of, and interplay among, three main components of learning environments: content, pedagogy, and technology. We argue that this model has much to offer to discussions of technology integration at multiple levels: theoretical, pedagogical, and methodological. In this article, we describe the theory behind our framework, provide examples of our teaching approach based upon the framework, and illustrate the methodological contributions that have resulted from this work.