A Quote by Seymour Papert

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.
Pedagogy of the Oppressed resonated with progressive educators, already committed to a 'child-centered' rather than a 'teacher-directed' approach to classroom instruction. Freire's rejection of teaching content knowledge seemed to buttress what was already the ed schools' most popular theory of learning, which argued that students should work collaboratively in constructing their own knowledge and that the teacher should be a 'guide on the side,' not a 'sage on the stage.'
Scientific theories need reconstruction every now and then. If they didn't need reconstruction they would be facts, not theories. The more facts we know, the less radical become the changes in our theories. Hence they are becoming more and more constant. But take the theory of gravitation; it has not been changed in four hundred years.
Learning professionals need to be thinking about creating learning experiences rather than learning content
One important idea is that science is a means whereby learning is achieved, not by mere theoretical speculation on the one hand, nor by the undirected accumulation of practical facts on the other, but rather by a motivated iteration between theory and practice.
Learning to be an effective leader is no different than learning to be an effective person. And that's the hard part
Knowledge is more a matter of learning than of the exercise of absolute judgment. Learning requires time, and in time the situation dealt with, as well as the learner, undergoes change.
I left college two months ago because it rewards conformity rather than independence, competition rather than collaboration, regurgitation rather than learning and theory rather than application. Our creativity, innovation and curiosity are schooled out of us.
Psychology should be the chief basic science upon which the practices of education depend. It should have supplied education with the information it needs concerning the processes of understanding, learning, and thinking, among other things. One of the difficulties has been that such theory as has been developed has been based primarily upon studies of behavior of rats and pigeons. As someone has said, some of the theory thus developed has been an insult even to the rat.
I take books on learning to bed - music theory, colour theory - and usually my brain thinks, 'Um, I think I'd rather turn off,' than learn something.
But the idea of science and systematic knowledge is wanting to our whole instruction alike, and not only to that of our business class ... In nothing do England and the Continent at the present moment more strikingly differ than in the prominence which is now given to the idea of science there, and the neglect in which this idea still lies here; a neglect so great that we hardly even know the use of the word science in its strict sense, and only employ it in a secondary and incorrect sense.
If science proves some belief of Buddhism wrong, then Buddhism will have to change. In my view, science and Buddhism share a search for the truth and for understanding reality. By learning from science about aspects of reality where its understanding may be more advanced, I believe that Buddhism enriches its own worldview.
Learning from experience and learning from education, both are important. Your education & values decide how you learn from your experiences.
Deep learning allows you to create predictive models at a level of quality and sophistication that was previously out of reach. And so deep learning also enhances the product function of data science because it can generate new product opportunities.
The aim of education is to enable individuals to continue their education ... (and) the object and reward of learning is continued capacity for growth. Now this idea cannot be applied to all the members of a society except where intercourse of man with man is mutual, and except where there is adequate provision for the reconstruction of social habits and institutions by means of wide stimulation arising from equitably distributed interests. And this means a democratic society.
When I was a kid, my grandfather said that "if you say a word often enough, it becomes you." Thinking of that later in life gave me this idea that I could try to become America by learning the words of people from many aspects of the country.
Part of growing up was learning not to be quite that honest - learning when it was better to lie, rather than to hurt someone with the truth.
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