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the choice between analytic and holistic modes of thinking, he gives control to the learner. This is very different from what usually happens in curriculum design for schools. Curriculum reformers are often concerned about the choice between verbal and nonverbal experimental learning. But their strategy is usually to make the choice from above and

Seymour A Papert • Mindstorms: Children, Computers, And Powerful Ideas

In my research, we’ve been comparing children and various agents to ask how good each is at constructing its own curriculum. If I give you a task, like a video game level that you can’t solve, can you figure out the simpler thing that you should do? For example, here’s the simpler game I should play to become an expert and then, eventually, I’ll be... See more

Julien Crockett • How to Raise Your Artificial Intelligence: A Conversation With Alison Gopnik and Melanie Mitchell

Moreover, the representations that result from learning influence how the brain processes new experiences. Experience changes the brain, but then those very changes alter the way new experience affects the brain. The sequence of development seems very important: choosing one path early on may heavily influence which paths will be available later.

Alison Gopnik, Andrew N. Meltzoff, • The Scientist In The Crib: Minds, Brains, And How Children Learn

Gopnik dislikes the notion that babies are just defective, unformed grownups. She sees babies as different and, in some ways, more alert to their surroundings than grownups and more active learners than scientists.

Gary Klein • Seeing What Others Don't: The remarkable ways we gain INSIGHTS

although a learner may be able to locate, and sometimes learn from, the most successful or skilled person in his community (say, the best hunter in a foraging band), many young learners will be too inexperienced or ill-equipped to take advantage of the nuances and fine points that distinguish the top hunters. Instead, by focusing on older children,

Joseph Henrich • The Secret of Our Success

“Children have an initial inclination to help, but extrinsic rewards may diminish it. Socialization practices can thus build on these tendencies, working in concert rather than in conflict with children’s natural predisposition to act altruistically.”

Jessica C. Flack • Worlds Hidden in Plain Sight: The Evolving Idea of Complexity at the Santa Fe Institute, 1984–2019 (Compass)

Piaget argued that children’s understanding of morality is like their understanding of those water glasses: we can’t say that it is innate, and we can’t say that kids learn it directly from adults.6 It is, rather, self-constructed as kids play with other kids.

Jonathan Haidt • The Righteous Mind: Why Good People Are Divided by Politics and Religion

man the crazy thing about babies is that like, some people would think that reading a baby a book about farm animals is teaching them about farm animals, but really it’s teaching them about the concept of a book and how there’s new information on each page of a single object, but really, beyond that,it’s teaching them how language works, and beyond... See more

GOWNS

Children won’t take in what you tell them until it makes sense to them. Other people don’t simply shape what children do; parents aren’t the programmers. Instead, they seem designed to provide just the right sort of information at just the right time to help the children reprogram themselves.