The word constructionism is a mnemonic for two aspects of the theory of science education underlying this project. From constructivist theories of psychology we take a view of learning as a reconstruction rather than as a transmission of knowledge. Then we extend the idea of manipulative materials to the idea that learning is most effective when part of an activity the learner experiences as constructing a meaningful product.
Interpretation
Constructionism emphasizes learning as an active process of creating rather than passively receiving information.
In this quote, Seymour Papert expresses the core principle of constructionism in science education, which is rooted in constructivist theories of learning. He suggests that knowledge is best acquired when learners engage in hands-on activities that they perceive as meaningful construction, thereby reconstructing their understanding through experience rather than merely absorbing information from others. This approach fosters deeper understanding and retention by involving learners actively in the process of creation and discovery.
In practice
In a workshop on innovative teaching methods, this quote can inspire educators to adopt more hands-on learning experiences.
Nothing enrages me more than when people criticize my criticism of school by telling me that schools are not just places to learn maths and spelling, they are places where children learn a vaguely defined thing called socialization...I think schools generally do an effective and terribly damaging job of teaching children to be infantile, dependent, intellectually dishonest, passive and disrespectful to their own developmental capacities.
The scandal of education is that every time you teach something, you deprive a [student] of the pleasure and benefit of discovery.
My basic idea is that programming is the most powerful medium of developing the sophisticated and rigorous thinking needed for mathematics, for grammar, for physics, for statistics, for all the "hard" subjects.... In short, I believe more than ever that programming should be a key part of the intellectual development of people growing up.
Every maker of video games knows something that the makers of curriculum don't seem to understand. You'll never see a video game being advertised as being easy. Kids who do not like school will tell you it's not because it's too hard. It's because it's--boring
A programming language is like a natural, human language in that it favors certain methaphors, images, and ways of thinking.
The best educated human being is the one who understands most about the life in which he is placed.
Literature is news that stays news.
When I'm documenting, for example, a story on women in Afghanistan, I will do a huge amount of research and a lot of time on the ground just getting to know the women before I even start shooting.
I always set out to tell a good story, to create a character that young people can relate to, place them in a situation that will be interesting, intriguing, eventually suspenseful. But what I find is that after I do that, then there are themes that emerge, which teachers can then use to provoke discussion and debate.
Although I'm not actually embarrassed by this, I tend not to read books that have awesome movies made from them, regardless of how well or badly the movie represented the actual written story.
I will not go down to posterity talking bad grammar.
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