“In my vision, space-age objects, in the form of small computers, will cross these cultural barriers to enter the private worlds of children everywhere. They will do so not as mere physical objects. This book is about how computers can be carriers of powerful ideas and of the seeds of cultural change, how they can help people form new relationships with knowledge that cut across the traditional lines separating humanities from sciences and knowledge of the self from both of these. It is about using computers to challenge current beliefs about who can understand what and at what age. It is about using computers to question standard assumptions in developmental psychology and in the psychology of aptitudes and attitudes. It is about whether personal computers and the cultures in which they are used will continue to be the creatures of "engineers" alone or whether we can construct intellectual environments in which people who today think of themselves as "humanists" will feel part of, not alienated from, the process of constructing computational cultures.”

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

Introduction
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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“I'm personally convinced that computer science has a lot in common with physics. Both are about how the world works at a rather fundamental level. The difference, of course, is that while in physics you're supposed to figure out how the world is made up, in computer science you create the world. Within the confines of the computer, you're the creator. You get to ultimately control everything that happens. If you're good enough, you can be God. On a small scale.”

Linus Torvalds (1969) Finnish-American software engineer and hacker

2000s, (2001)

“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.”

Dennis M. Ritchie (1941–2011) American computer scientist

Reflections on Software Research (1984)

“My [artworks] have neither object nor space nor line nor anything – no forms. They are light, lightness, about merging, about formlessness, breaking down form. You wouldn’t think of form by the ocean. You can go in if you don’t encounter anything. A world without objects, without interruption, making a work without interruption or obstacle. It is to accept the necessity of this simple, direct going into a field of vision as you could cross and empty beach to look at the ocean.”

Agnes Martin (1912–2004) American artist

her remark in 1966 as quoted by Ann Wilson in 'Linear Webs', Art and Artists 1, no. 7, Oct. 1966, p. 49; as quoted on the Tate exhibition, London June - October 2015 http://www.tate.org.uk/whats-on/tate-modern/exhibition/agnes-martin/room-guide/room-nine & by Julie Warchol, on Smith College Museum of Art https://www.smith.edu/artmuseum/Collections/Cunningham-Center/Blog-paper-people/Agnes-Martin-On-a-Clear-Daywebsite
1960's

“When Adam and Eve realize they're naked is that same moment they realize the difference between good and evil. What's the relationship between consciousness, knowledge of nakedness, and knowledge of good and evil? When you know that you're vulnerable, and they also developed a knowledge of death so there's deep knowledge of vulnerability, and they get embarrassed about that and they cover themselves up. So that's culture. So it's a very profound shock when they come to recognize that they're naked. It even causes Adam to run and hide from God. Then they develop the knowledge of good and evil. This is about how human beings have this peculiar capacity that no other creatures have. I know how I can be hurt, because I am aware of my own limitations – painfully aware. And now, because I know how I can be hurt, I know how you can be hurt. And I can take advantage of that. And that's how evil enters the world. It gives people another attribute of divinity, knowing the difference between good and evil. The cosmos switches when that self-consciousness manifests itself, and that's when the possibility of evil enters the world.”

Jordan Peterson (1962) Canadian clinical psychologist, cultural critic, and professor of psychology

Other

“Knowledge can be considered as a collection of information, or as an activity, or as a potential. If we think of it as a collection of information, then the analogy of a computer's memory is helpful, for we can say that knowledge about something is like the storage of meaningful and true strings of symbols in a computer.”

C. West Churchman (1913–2004) American philosopher and systems scientist

Source: 1960s - 1970s, The Design of Inquiring Systems (1971), p. 9; cited in Daniel J. Power (2004) Decision Support Systems: Frequently Asked Questions. p. 23

“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

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

“It is hardly surprising that children should enthusiastically start their education at an early age with the Absolute Knowledge of computer science; while they are unable to read, for reading demands making judgments at every line…. Conversation is almost dead, and soon so too will be those who knew how to speak.”

Guy Debord book Comments on the Society of the Spectacle

Source: Comments on the Society of the Spectacle (1988), Ch. 10.

“The computer's most profound aesthetic implication is that we are being forced to dismiss the classical view of art and reality which insists that man stand outside of reality in order to observe it, and, in art, requires the presence of the picture frame and the sculpture pedestal. The notion that art can be separated from its everyday environment is a cultural fixation [in other words, a mythic structure] as is the ideal of objectivity in science. It may be that the computer will negate the need for such an illusion by fusing both observer and observed, "inside" and "outside."”

Jack Burnham (1931) American art historian

It has already been observed that the everyday world is rapidly assuming identity with the condition of art.
Jack Burnham (1969). "The Aesthetics of Intelligent Systems" in Edward F. Fry, ed. (1970). On the Future of Art. New York: The Viking Press, p. 103; as cited in: Edward A. Shanken. "The House That Jack Built: Jack Burnham's Concept of 'Software' as a Metaphor for Art" http://www.artexetra.com/House.html in Leonardo Electronic Almanac 6:10 (November, 1998)

“The range of emotions parents can arouse in their children – affection, rebellion, indifference, fear, adulation, their disturbing combinations – suggest a repertory of subjective universals, cutting in each individual case at random across cultures. What children know – as opposed to feel – about their parents, on the other hand, is likely to be a function of objective constraints that vary more systematically: tradition, place, life-span.”

Perry Anderson (1938) British historian

Debts 2. "An Anglo-Irishman In China: J.C. O’G. Anderson" (1998;2005)
Ref: en.wikiquote.org - Perry Anderson / Quotes / Spectrum: From Right to Left in the World of Ideas (2005), Debts 2. "An Anglo-Irishman In China, J.C. O’G. Anderson" (1998;2005)
Spectrum: From Right to Left in the World of Ideas (2005)

“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

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