I would like to propose a very different model for thinking about the dialogue between LOGO and the world. I shall argue that this is radically incompatible with the enterprise of rebuilding an education system in which nothing shall be the same. The crucial experiment, to take one example, is based on a concept of changing a single factor in a complex situation while keeping everything else the same. I shall argue that this proper place is a conservative context where change is small, slow, and superficial. Philosophical tradition suggests inquiry into the essential nature of computation.Įach of these has intellectual value in its proper place. The computer magazines have developed the idiom of product review. Educational psychologists offer the notion of controlled experiment. The education establishment offers the notion of evaluation. Where do we look? There is no shortage of models. The LOGO community faces the challenge of finding a voice for public dialogue. Others challenge our opinions and counter with their own, and even personal development eventually requires us to grapple with our reasons. Soon, however, something more is needed taste must be justified. I answer to myself alone, and consider only the immediate object of my attention.
Do I like it? My judgment is personal and intuitive.