What's the big idea? Toward a pedagogy of idea power

@article{Papert2000WhatsTB,
  title={What's the big idea? Toward a pedagogy of idea power},
  author={Seymour Papert},
  journal={IBM Syst. J.},
  year={2000},
  volume={39},
  pages={720-729}
}
  • S. Papert
  • Published 1 July 2000
  • Engineering, Computer Science
  • IBM Syst. J.
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… 

Topics from this paper

One to one connections : building a community learning culture
TLDR
This thesis presents a holistic model for rural school that builds on a rich body of Constructionist learning research and introduces the concept of “whole-project” learning, which strategically integrates the elements of the model and introduces a learning approach that is fundamentally different from the existent methodology of work.
Digital technology for conviviality : making the most of students' energy and imagination in learning environments
TLDR
This thesis expands the conceptual framework to a broader scale by linking constructionism to Ivan Illich’s notion of conviviality by presenting a concept of dynamic equilibrium that allows different methods of learning and teaching to intertwine.
The powerful ideas of making: building beyond the curriculum
In this paper, rather than consider how fabrication technologies and maker activities can be directly matched to existing standards or allow for more efficient content coverage, I position making as
Enhancing Students' Understanding of What Ideas Are for Knowledge Building
TLDR
Findings indicate that engaging in knowledge building was likely to enhance students’ understanding of ideas as what Bereiter (1994) called ‘conceptual artifacts’ or what Popper (1972) called‘World 3’ objects that have a social life of their own and their continual improvement leads to knowledge advancement.
Using ‘big ideas’ to enhance teaching and student learning
Abstract Organising teaching of a topic around a small number of ‘big ideas’ has been argued by many to be important in teaching for deep understanding, with big ideas being able to link different
Models of Growth — Towards Fundamental Change in Learning Environments
TLDR
It is proposed that there exists a grammar of school reform, and examples of attempts to facilitate fundamental change at a large scale are provided, leading to thinking about new models for growth.
Understanding how students perceive the role of ideas for their knowledge work in a knowledge-building environment
TLDR
It was found that how a group views the role of ideas was associated with how they improve the quality of the ideas during their group inquiry, and knowledge building was conducive to developing among students a more informed view of ideas.
Leveraging cultural values and "ways of knowing" to increase diversity in maker activities
TLDR
Data collected from interviews, observations, and student-built project suggest that when making is framed as being a set of practices, skills, and technologies to connect with one's community, young girls are likely to be initially motivated to engage in the maker activity, persist through construction challenges, and to show interest in further exploring making and technology.
Computational Thinking, Between Papert and Wing
The pervasiveness of Computer Science (CS) in today’s digital society and the extensive use of computational methods in other sciences call for its introduction in the school curriculum. Hence,
Preparing Teachers for Technology Integration: Creating a Culture of Inquiry in the Context of Use
In September 2000, teachers in the province of Alberta, Canada, began the three-year implementation process for an Information and Communications Technology (ICT) Program of Studies (Alberta
...
1
2
3
4
5
...

References

SHOWING 1-8 OF 8 REFERENCES
Children Designers: Interdisciplinary Constructions for Learning and Knowing Mathematics in a Computer-Rich School
Design for Learning Why, How, & Where Design for Learning Debbie's Case Results from the Comparative Evaulation Discussion of Conclusions Children Designers: What was Accomplished
The Number Sense: How the Mind Creates Mathematics.
L'A. propose quelques observations concernant l'ouvrage de Stanislas Dehaene The number sense. How the mind creates mathematics (1997) qui explore tous les aspects de la relation entre les hommes et
The Edison Trait: Saving the Spirit of Your Nonconforming Child
  • The Edison Trait: Saving the Spirit of Your Nonconforming Child
  • 1997
Basic Books
  • Basic Books
  • 1980
Readers who follow my work will recognize the next two learning stories and may be inclined to skip over them. Don't. They have a different twist here
  • Readers who follow my work will recognize the next two learning stories and may be inclined to skip over them. Don't. They have a different twist here
The Logo commands should be sufficiently self-explanatory for any reader to follow. The version of Logo used is MicroWorlds
  • The Logo commands should be sufficiently self-explanatory for any reader to follow. The version of Logo used is MicroWorlds
The project was made possible by the donation by IBM of several hundred computers, which allowed the installation of what was then an exceptionally large number for a school
  • the Lamplighter School in