“In many schools today, the phrase "computer-aided instruction" means making the computer teach the child. One might say the computer is being used to program the child. In my vision, the child programs the computer and, in doing so, both acquires a sense of master over a piece of the most modern and powerful technology and establishes an intimate contact with some of the deepest ideas from science, from mathematics, and from the art of intellectual model building.”

— Seymour Papert , book Mindstorms: Children, Computers, and Powerful Ideas

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Mindstorms: Children, Computers, and Powerful Ideas (1980)

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Seymour Papert 13

MIT mathematician, computer scientist, and educator 1928–2016

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“Computer science research is different from these more traditional disciplines. Philosophically it differs from the physical sciences because it seeks not to discover, explain, or exploit the natural world, but instead to study the properties of machines of human creation. In this it as analogous to mathematics, and indeed the "science" part of computer science is, for the most part mathematical in spirit. But an inevitable aspect of computer science is the creation of computer programs: objects that, though intangible, are subject to commercial exchange.”

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“In 1936 the notion of a computable function was clarified by Turing, and he showed the existence of universal computers that, with an appropriate program, could compute anything computed by any other computer. […] In some subconscious sense even the sales departments of computer manufacturers are aware of this, and they do not advertise magic instructions that cannot be simulated on competitors machines, but only that their machines are faster, cheaper, have more memory, or are easier to program.”

John McCarthy (1927–2011) American computer scientist and cognitive scientist

" Towards a Mathematical Science of Computation http://www-formal.stanford.edu/jmc/towards.html", Information Processing 1962: Proceedings of IFIP Congress 62, ed. Cicely M. Popplewell (Amsterdam, 1963), pp. 21–28
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“Much of my work has come from being lazy. I didn't like writing programs, and so, when I was working on the IBM 701 (an early computer), writing programs for computing missile trajectories, I started work on a programming system to make it easier to write programs.”

John Backus (1924–2007) American computer scientist

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“Computer-aided design also is not automatic programming, although automatic programming techniques must necessarily play an important role in computer-aided design.”

Douglas T. Ross (1929–2007) American computer scientist

Source: Computer-Aided Design: A Statement of Objectives (1960), p. 2.

“With the computer and programming languages, mathematics has newly-acquired tools, and its notation should be reviewed in the light of them. The computer may, in effect, be used as a patient, precise, and knowledgeable "native speaker" of mathematical notation.”

Kenneth E. Iverson (1920–2004) Canadian computer scientist

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“Automatic design has the computer do too much and the human do too little, whereas automatic programming has the human do too much and the computer do too little. Both techniques are important, but are not representative for what we wish to mean by computer-aided design.”

Douglas T. Ross (1929–2007) American computer scientist

Computer-Aided Design: A Statement of Objectives (1960)

“Should the computer program the kid or should the kid program the computer?”

Seymour Papert (1928–2016) MIT mathematician, computer scientist, and educator

Spacewar http://wheels.org/spacewar/stone/rolling_stone.html ROLLING STONE · 7 DECEMBER 1972

“If you think about things that happen, as being computations... a computation in the sense that it has definite rules... You follow them many steps and you get some result. ...If you look at all these different computations that can happen, whether... in the natural world... in our brains... in our mathematics, whatever else, the big question is how do these computations compare. ...Are there dumb ...and smart computations, or are they somehow all equivalent? ...[T]he thing that I ...was ...surprised to realize from ...experiments ...in the early 90s, and now we have tons more evidence for ...[is] this ...principle of computational equivalence, which basically says that when one of these computations ...doesn't seem like it's doing something obviously simple, then it has reached this ...equivalent layer of computational sophistication of everything. So what does that mean? ...You might say that ...I'm studying this tiny little program ...and my brain is surely much smarter ...I'm going to be able to systematically outrun [it] because I have a more sophisticated computation ...but ...the principle ...says ...that doesn't work. Our brains are doing computations that are exactly equivalent to the kinds of computations that are being done in all these other sorts of systems. ...It means that we can't systematically outrun these systems. These systems are computationally irreducible in the sense that there's no ...shortcut ...that jumps to the answer.”

Stephen Wolfram (1959) British-American computer scientist, mathematician, physicist, writer and businessman

Stephen Wolfram: Fundamental Theory of Physics, Life, and the Universe (Sep 15, 2020)

“Many schools are now introducing computers into the educational curriculum. Within 10 years it is predicted that computers will play a significant role in every classroom in North America. The question is, how will they be used? Many educators have been focusing on the use of computers for drill and programmed instruction—to provide individualized practice and instruction in the usual curriculum areas. There is another use for computers in education which some educators, myself included, find more exciting. These involve using the computer:
• to provide an environment in which learning can be intrinsically motivating and fun.
• to allow children to discover, explore and create knowledge.
• to help develop skills of thinking and problem solving.
• to make some of the most powerful ideas of the burgeoning computer culture accessible and tangible to children at an early age.
If you have ever watched a child playing good video games or if you play them yourself, then you know the powerful motivation that graphics displays can create. As I’ve watched children play these games, every bit of their attention focused on the screen, I’ve often thought how wonderful it would be to harness this motivation and channel it toward intellectual growth and learning…”

Michael Friendly (1945) American psychologist

Michael Friendly. Advanced Logo: A Language for Learning. Lawrence Erlbaum Associates, Inc. 1988. Preface

“A programming language is like a natural, human language in that it favors certain metaphors, images, and ways of thinking. The language used strongly colors the computer culture. It would seem to follow that educators interested in using computers and sensitive to cultural influences would pay particular attention to the choice of language. But nothing of the sort has happened. On the contrary, educators… have accepted certain programming languages in much the same way as they accepted the QWERTY keyboard. An informative example is the way in which the programming language BASIC has established itself as the obvious language to use in teaching children how to program computers… Today, and in fact for several years now, the cost of computer memory has fallen to the point where any remaining economic advantages of using BASIC are insignificant. Yet in most high schools, the language remains almost synonymous with programming, despite the existence of other computer languages that are demonstrably easier to learn and are richer in the intellectual benefits that can come from learning them. The situation is paradoxical. The computer revolution has scarcely begun, but is already breeding its own conservatism.”

Seymour Papert book Mindstorms: Children, Computers, and Powerful Ideas

Source: Mindstorms: Children, Computers, and Powerful Ideas (1980), Chapter 1, Computers and Computer Cultures

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