It will form the first link in the Chain of an historical review of our language through all its successive changes to the present day, will constitute the foundation of that critical instruction in it, which ought to be found in a Seminary of general learning and thus reward amply the few weeks of attention which would alone be requisite for its attainment. A language already fraught with all the eminent sciences of our parent Country the future Vehicle of whatever we may Ourselves atchieve and destined to Occupy so much space on the Globe, claims distinguished attention in American Education.

rest might be appropriated to the modern languages, or to the commencement of the course of science

In all my dreams before my helpless sight He plunges at me, guttering, choking, drowning.

The old Lie: Dulce et decorum est Pro patria mori.

Gas! GAS! Quick, boys!—An ecstasy of fumbling

like old beggars

A language already fraught with all the eminent sciences of our parent Country the future Vehicle

Education generates habits of application, order and the love of virtue; and controuls, by the force of habit, any innate obliquities in our moral organization.

Indeed, as noted earlier, one well-known thought-enhancement technology is written language itself and perhaps use of language more generally. As Levy writes, “speech does not merely allow us to articulate thoughts that we would have had in any case. Instead, it allows us to externalize our thoughts and thereby treat them as objects for contemplation and manipulation. Externalized thoughts can be worked over, criticized, and improved.”21:38-39

Critical pedagogy is organized around the struggle over agency, values and social relations within diverse contexts, resources and histories. Its aim is producing students who can think critically, be considerate of others, take risks, think dangerously and imagine a future that extends and deepens what it means to be an engaged citizen capable of living in a substantive democracy.

Critical Thinking

therhetormustfindstrategiesforshapingtheindeterminacies

we have likelybeen posthuman all along

the farmhouse is placed on a mountain slope by meadows and a spring (earth), designed with snow and storms in mind (sky), and furnished with an alter (the gods) and room for childbed and coffin (mortals).

Similarly, the basic idea of the p* is to understand these same relations but to include actor-level and network-level attributes in the model

Some key themes arise from the two NNG reports on iPad usability: App designers should ensure perceived affordances / discoverability There is a lack of consistency between apps, lots of ‘wacky’ interaction methods. Designers should draw upon existing conventions (either OS or web) or users won’t know what to do. These are practical interaction design observations, but from a particular perspective, that of perceptual psychology. These conclusions are arrived at through a linear, rather than lateral process. By giving weight to building upon existing convention, because they are familiar to the user, there is a danger that genuinely new ideas (and the kind of ambition called for by Victor Bret) within tablet design will be suppressed. Kay’s vision of the Dynabook came from lateral thinking, and thinking about how children learn. Shouldn’t the items that we design for this device be generated in the same way?

To design a system means to orchestrate the interplay of its elements.

Develop proficiency and fluency with the tools of technology;

The problem is that you could use this logic to defend just about anything. Imagine that a wizard showed up and said, "Humans are about to go extinct unless you give me $10 to cast a magical spell." Even if you only think there's a, say, 0.00000000000000001 percent chance that he's right, you should still, under this reasoning, give him the $10, because the expected value is that you're saving 10^32 lives.

racial distinctions based on 18th-century binary thinking and adapt to Americans’ sense of self.

I always found it incredible. He would start with some problem, and fill up pages with calculations. And at the end of it, he would actually get the right answer! But he usually wasn’t satisfied with that. Once he’d gotten the answer, he’d go back and try to figure out why it was obvious. And often he’d come up with one of those classic Feynman straightforward-sounding explanations. And he’d never tell people about all the calculations behind it. Sometimes it was kind of a game for him: having people be flabbergasted by his seemingly instant physical intuition, not knowing that really it was based on some long, hard calculation he’d done.

the only real problem remaining is the user experience that entices teachers to contribute content

You don't eat People Food and give your developers Dog Food. Doing that is simply robbing your long-term platform value for short-term successes. Platforms are all about long-term thinking.

preservation of divergent goals

It reminds me of the New Math of the 1960s, which fashioned mathematics in a dramatically more abstract, more analytic way than before. And if Johnny Can’t Add with the new math, maybe Jenny Won’t Code with an overly abstract presentation of computing. Papert points us in the opposite direction

One striking comment follows a couple of pages later, where the phrase “computer-aided instruction” evokes in Papert the unappealing idea that “the computer is being used to program the child” — his vision, of course, is that the child must program the computer.

In 1980, Seymour Papert published the book “Mindstorms: Children, Computers, and Powerful Ideas” [2]. Papert was co-director, under Marvin Minsky, of the MIT Artificial Intelligence Laboratory from 1967 to 1981. Previously, he had worked with Jean Piaget in Geneva. Piaget was a developmental psychologist best known for pioneering the learning theory known as constructivism: simply put, that learners construct new knowledge (in their minds) from the interaction of their experiences with previous knowledge. Papert, in turn, developed the theory of constructionism, adding the notion that learning is enhanced when the learner is engaged in “constructing a meaningful product.”

It also means deciding against the technology use if the answer to either question is no.

Offering students the possibility of experiential learning in personal, interactive, networked computing—in all its gloriously messy varieties—provides the richest opportunity yet for integrative thinking within and beyond "schooling."

In other words, for the foreseeable future, the urbandisenfranchised are trapped in the structural web of the current capitalistsystem and the states that uphold it.

Mental map MR LEE’S rich insights on issues come from a capacious and disciplined mind. He listens and reads widely, but he does so like a detective, looking for and linking vital clues while discarding the irrelevant. He has a mental map of the world where he knows its contours well. Like a radar, he is constantly scanning for changes and matching these against the map. What might appear as random and disparate facts to many of us are placed within this map, and hence, his mental map is constantly being refreshed. A senior US leader described this well: Mr Lee is like a one-man intelligence agency. The most remarkable feature of the map in Mr Lee’s head is the fact that the focal point is always Singapore. I mentioned his favourite word, “So?”. Invariably, the “so?” question ends with, “So, what does this mean for Singapore?”.

Building on all these sources of inspiration we did not start with some scientific concepts we wanted people to learn. Instead, we created a list of skills and behaviours that we wanted our exhibits to encourage. They included observation, exploration, pattern recognition, experimentation, mental modelling and hypothesis making.

To develop this exhibition Life recognised that people construct knowledge for themselves, rather than passively absorb what’s fed to them, and they learn to learn as they learn.

Sobel, D. M., & Kirkham, N. Z. (2006). Blickets and babies: The development of causal reasoning in toddlers and infants. Developmental Psychology, 42, 1103-1115.

Sobel, D. M., & Kirkham, N. Z. (2007). Bayes nets and Babies: Infants’ developing representations of causal knowledge. Developmental Science, 10, 298-306.

Interdependence and Regeneration2c5c7 A very important feature to be noted from the discussion in this section bears upon the interdependence among the various types of structuring which are involved in the H-LAM/T system, where the capability for doing each type of structuring is dependent upon the capability for doing one or more of the other types of structuring. (Assuming that the physical structuring of the system remains basically unchanged during the system's operation, we exclude its dependence upon other factors in this discussion.) 2c5c7a This interdependence actually has a cyclic, regenerative nature to it which is very significant to us. We have seen how the capability for mental structuring is finally dependent, down the chain, upon the process structuring (human, artifact, composite) that enables symbol-structure manipulation. But it also is evident that the process structuring is dependent not only upon basic human and artifact process capabilities, but upon the ability of the human to learn how to execute processes--and no less important, upon the ability of the human to select, organize, and modify processes from his repertoire to structure a higher-order process that he can execute. Thus, a capability for structuring and executing processes is partially dependent upon the human's mental structuring, which in turn is partially dependent upon his process structuring (through concept and symbol structuring), which is partially dependent upon his mental structuring, etc. 2c5c7b All of this means that a significant improvement in symbol-structure manipulation through better process structuring (initially perhaps through much better artifacts) should enable us to develop improvements in concept and mental-structure manipulations that can in turn enable us to organize and execute symbol-manipulation processes of increased power. To most people who initially consider the possibilities for computer-like devices augmenting the human intellect, it is only the one-pass improvement that comes to mind, which presents a picture that is relatively barren compared to that which emerges when one considers this regenerative interaction. 2c5c7c We can confidently expect the development of much more powerful concepts pertaining to the manner in which symbol structures can be manipulated and portrayed, and correspondingly more complex manipulation processes that in the first pass would have been beyond the human's power to organize and execute without the better symbol, concept, and mental structuring which his augmented system provided him. These new concepts and processes, beyond our present capabilities to use and thus never developed, will provide a tremendous increased-capability payoff in the future development of our augmentation means.