Chapter+09+-+Cybernetics

Chapter 9 This chapter discusses cybernetics. Papert feels that our advances in technology no longer allow people to take apart a machine and understand its functions. He asserts that much of the current knowledge children have is disconnected from its origins such as carrots come from cans in the grocery store rather than a farmer’s field or a garden (p. 180). He values cybernetics because “…it is used rather than simply learned…” and “Knowledge comes to be valued for being useful, for being a kind that can be shared with others, and for matching one’s personal style” (p. 183). He gives an illustration of a robotic turtle must navigate around a box. Exact or ‘blueprint’ programming would be to measure the box and then program it to go x number of steps forward, turn 90-degrees right, y number of steps forward, turn 90-degress right, x number of steps forward, turn 90-degrees right, y number of steps forward, turn 90-degress right. In this program, any error in measurements causes failure and this is the only object the turtle can navigate if the program is exactly correct. Instead, he would like to propose ‘emergent’ programming (goal and feedback). At each step, the turtle would adjust its course on the sensor feedback of being ‘too close or too far’ from the box. “The most remarkable feature of this program is its vagueness as to the size and shape of the box” (p. 188). In fact, this program could be used to navigate around any object. This is the style of learning we do in the world and the style that Papert would like to see used in the classroom. I see this emergent programming reflected in the part of my training that emphasized reaching the student through getting to know them and their interests. This I was told was the way to engage the student. ---T.D.

In this chapter, Papert seems to lament the fact that children no longer connect with the how to of a computer and why and how it does what it does. He states that cybernetics creates an epistemology of "managed vagueness." It's an interesting point because it brings up again what was talked about in previous chapters -- A Word for Learning and Instructionism vs. Constructionism. People don't tinker with the computer, so they have this "managed vagueness," mentioned above, about the computer. But then, does the tinkering lend itself to the research and websurfing we now do? I'd love to hear what Papert would have to say about this today. Does it matter that we don't know how the computer works? I have no idea how my car works, but I don't feel stifled in my learning process by that, nor do I feel like a poor driver because of it.

Papert seems to think we need a subject called something like "Cybernetics for Children" in which as that kernal of knowledge aneeded for a child to invent (and, of course, build) entities with the evocatively lifelike quality of smart missiles. Maybe he's right. It just seems so far from what we do in everyday classrooms, that I just might not be grasping it. Or, maybe I'm discouraged as a teacher and have the attitude that "it just can't be done." Again, I'd like to hear what he has to say today about all of this and if he feels that the value of the computer as a true learning tool has gone downhill in terms of children's acquisition of knowledge.

-Carol

I had trouble reading this chapter because I think some of the computer programing and cybernetics talk was over my head. I had trouble reading this chapter and figuring out how it was going to relate to the education and the children that we teach now. The first half of this book for me was much more relevant and interesting with stories and real life examples that I was able to relate to. These last 3 chapters have been difficult for me to even get involved in as I am thinking about relevance to my classroom and technologies of today. I agree with Carol's comment about not knowing how something works (the ins and outs) and if that stifles the learning process. I would say that it does not. In my experiences I can learn about things on a computer and how to use it, but I would probably become even more frustrated with the computer if I were forced to learn how it works inorder to use it. __ MK

Cybernetics is an extension of Papert's earlier ideas about learning. He promotes the idea using technology to have explore a broad range of topics, and Papert wants students to work on topics about which they have a passionate engagement. Papert also mentions that for a topic to be of value it has to be useful and helpful to others, not just knowledge for knowledge's sake.

In this chapter I was a bit confused by Papert's use of "concrete" and "abstract". He is a big fan of concrete work and not so enthusiastic about abstract work. On page 188-189 he refers to the "supervaluation" and "mathematical" as being examples of abstract work, and to me they seem to be closer to concrete. I get that he doesn't like work where there is "one" answer or "one way" to solve a problem. Papert is a fan or presenting students with challenges and then turning them lose to see which way they go to solve the problem.

On page 191, Papert makes the statement that we ought to make all knowledge available. I would imagine he is a big fan of wikipedia, wikis, and other technologies that are allowing greater participation and creativity by more people.