Adults have been brainwashed into thinking that they can't really learn about computers without being taught, so it's more difficult for them to feel comfortable with a computer. Deep down, I think they're afraid of learning about computers.

I was really looking at computers as a way to understand the mind. But at M.I.T., my mind was blown by having a whole computer to yourself as long as you liked.I felt a surge of intellectual power through access to this computer, and I started thinking about what this could mean for kids and the way they learn. That's when we developed the computer programming language for kids, Logo.

Now more people are doing work that requires individual decision-making and problem-solving, and we need an educational system that will help develop those skills.

For what is important when we give children a theorem to use is not that they should memorize it. What matters most is that by growing up with a few very powerful theorems one comes to appreciate how certain ideas can be used as tools to think with over a lifetime. One learns to enjoy and to respect the power of powerful ideas. One learns that the most powerful idea of all is the idea of powerful ideas.

What the gears cannot do the computer might. The computer is the Proteus of machines. Its essence is its universality, its power to simulate

Parents can learn that parental authority doesn't depend on knowing everything. The more you pretend, the more risk that it'll be traumatic and damaging to the kids and their relationship with you when they find out the truth.

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.