"Boys and men have a lot to gain personally from stopping physical and sexual assault. We will gain more caring and honest relations with women. Instead of experiencing distrust and disconnection, we may find closeness and connection. We will be able to take up a healthier, emotionally in-touch and proud masculinity, and we are less likely to ourselves be bashed or raped by other men." Yes, but, excuse me-- where does the sex come from? Isn't "risk" a turn on to women? So how can we ethically encourage men to be close, trustworthy, and safe?
"The proper function of educational technology, in addition to providing the learner with tools and information, is to augment and facilitate their personal interactivity with other learners and those with various expertise in many fields. The illusion that classroom instruction generally provided good opportunities for person-to-person interactivity was revealed, and the potentials of educational technology to provide educational environments outside the classroom structure but which actually increased the person-to-person interactivity in the co-learning process was demonstrated."
"Should we even try to teach programming? I have met hundreds of programmers in the last 30 years and can see no discernable influence of programming on their general abiltity to think well or to take an enlightened stance on human knowledge. If anything, the opposite is true."
"The first siren's song we need to be wary of is the one that promises a connection between an interesting pursuit and interesting thoughts."
"Strong paradigms like LISP and Smalltalk are so compelling that they eat their young: when you look at an application in either of these two systems, they resemble the systems themselves, not a new idea."
"My guess is that Smalltalk had moved into the final phase I memntioned at the beginning of this story, in which a way of doing things finally gets canonized into an inflexible belief structure."
"Again, the whole point of OOP is not to have to worry about what is inside an object. Objects made on different machines and with different languages should be able to talk to each other--and will have-to in the future."
"Another late-binding scheme that is already necessary is to get away from directo protocol matching when a new object shows up in a system of objects. In other words, if someone sends you an object from halfway around the world it will be unusual if it conforms to your local protocols."
"...I think the enormous commercialization of personal computering has smothered much of the kind of work that used to go on in universities and research labs, by sucking the talented kids towards practical applications."
"A counter to this is to generate enormous disatisfaction with one's designs using the entire history of human art as a standard and goal. Then the trick is to decouple the disatisfaction from self worth--otherwise it is either too depressing or one stops too soon with trivial results."
I don't think Education meant, (to Andrew Carnegy,) what Education means, to the people who are criticizing the idea that education is linked with meritocracy. If you want to see Andrew Carnegies idea of "Education," you have to read **Napoleon Hill**, who Andrew Carnegy *personally* instructed to educate Americans, rather than look to what some sociology professor thinks "educated" meant to Andrew Carnegy. Or listen to what Peter Drucker has to say about schools, or even Mark Twain, for that matter. How many professors, for example, know how to make a million dollars?
This is the kind of thing that leads me to believe that in 2040, every person alive will have, at baseline, a mathethematical understanding of Neutonian physics, and 3 years of college chemistry will be taught inside 3 months of high school.
It's a paper about "dialog documents," which, I understand from the abstract, means documentation that includes connections to transcripts of the dialogs that led to the creation of the document itself. He talks about how this might be technically implementd, how a compiled document differs from a bunch of dialog (in terms of usefulness to people,) ...
"A decade ago, many constructionist ideas were viewed as radical and out of the mainstream. But today, at educational research conferences, the idea that children actively construct new knowledge is taken almost as gospel. ... The challenge is to continue to refine constructionist ideas, and to make sure that these ideas spread not only to members of the educational research community, but also to the classrooms, homes, and community centers where children work, play, and learn."
The article says NOTHING about games. *NOTHING* Why is it tagged "games," then? "Reviewing the research literature on cognitive skill acquisition, we found a consensus on an unsurprising idea... the practice should be: Motivated.., Guided.., Scaffolded.., Graduated.., Feedback..." Can we think of anything like that?