Social discussion of CS in K-12

[Chuck Jackson <Chuck AT cdjackson.net>]

This may seem a little bizarre but having just seen this article about trauma and resilience [http://www.newyorker.com/science/maria-konnikova/the-secret-formula-for-resilience] and that what makes a Potentially Traumatic Event into either trauma or opportunity for learning and growth is, simply put, power. If someone experiences an event as a powerless victim or as the master of every situation. It is wrong (and too easy) to read this as though victims have a choice in the matter and simply need to make positive choices in order to avoid trauma, no! Why I bring it up here is because it sounds remarkably similar to Papert saying that education has more to do with love than logic. It has more to do with engagement than explanation. In a kind of reach, I see a connection there as who is in control. Who has the power?

I endorse C Schultz’s recent statements that education is too often for the adults and not really child–focused at all. I don’t know that I have seen too many classrooms where there is any power at all in the hands of the learners. Giving up power is scary but when it has been done, it has changed the world.

Chuck

 

On Mar 6, 2016, at 8:09 PM, Charles Schultz <sacrophyte AT gmail.com> wrote:

So do we make sure CT is not disempowered in our local schools? More focus on computational learning?

On Sun, Mar 6, 2016 at 12:36 PM, Israel, Maya <misrael AT illinois.edu> wrote:

This is a worthwhile read about CT from a Papert perspective. 

Computational Thinking: I do not think it means what you think it means — Medium from Lorena Barba’s Tweet

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Charles Schultz

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