Browse Books

Reviewer: Yu-Wen Tung

The ability to learn is crucial in todays fast-changing world. Fortunately, the technology that contributes to the changes also provides opportunities for us to improve the learning environment, though it is only part of the solution. We also need a new epistemology, or a new theory of learning, to improve our learning ability. This book discusses both issues in great detail, with a focus on how the relationship between children and computers affects learning. “If a man is hungry you can give him a fish, but it is better to give him a line and teach him to catch fish himself.” Using this proverb, Papert indicates that todays school system decides what children need and feeds it to them. He also compares school to a tightly planned economic system or a Gothic cathedral builder who thinks learning is a passive activity and requires a precise and rigid schedule. To make things worse, our culture tends to discourage us from talking about how we learn. In short, Papert believes schools view of education is built on top of an incorrect learning theory; therefore, major cultural and psychological change is necessary. Some of the major elements in his theory are as follows. Learning develops only in special conditions. The condition may be time, a comfortable environment, a deep involvement with the subject, or a connection established between an area of keen interest in ones mind and the new subject. Also, thinking about, talking about, and playing with the problem to be solved appear to help. Humans have a natural learning process: intuitive and concrete thinking is natural and is what we do in our everyday life. The concrete style of thinking should not be viewed as a transition to the ultimate goal of abstract thinking, but as another kind, and an important kind, of learning. Papert discusses concerns about moving to the new epistemology. As he indicates, as we move toward using a concrete epistemology as an alternative to the traditional epistemology, gaps will appear. No suitable language exists to describe it, and the nature of the pluralism and connection between domains will make the new epistemology more complex. We need a new medium to serve it as written text has served the traditional epistemology. Papert suggests that the computer may serve as this medium. Ten chapters make up the book: Yearners and Schoolers Personal Thinking School: Change and Resistance to Change Teachers A Word for Learning An Anthology of Learning Stories Instructionism versus Constructionism Computerists Cybernetics What Can Be Done Each chapter covers a different aspect of the central theme. They are followed by a list of sources of information (in particular for Paperts LOGO programming language), a bibliography, and a detailed index. Most of the stories told are about computer learning. A typical example is on what a child learns in a special computer project, most likely using Paperts LOGO. This emphasis reflects Paperts interest in seeing how computers affect childrens learning—one focus of the book. In the meantime, however, a subtle confusion may exist when computer learning receives such an emphasis in a book whose central theme is learning in general. The title itself also reflects such confusion. While the subtitle, Rethinking school in the age of the computer , perfectly describes what the book is about, the main title, T he childrens machine , seems to imply that a computer is the thing that is needed. Papert does indicate that some of the learning experiences discussed will happen “more likely,” but not necessarily, by using computers. Overall, Paperts views on this important subject provide valuable insights and solutions. I expect this book to promote deep thinking within our society, and to accelerate the educational reform that school and society need.