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Trans-constructionist Prototyping with a Rare Vintage

Conference paper
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Part of the Advances in Intelligent Systems and Computing book series (AISC, volume 946)

Abstract

The constructionist philosophy has a flaw that makes it anti-educational. The flaw lies in the notion, cf. constructivism, that physical objects are information sources. This cannot be true. Physical entities must be mental compositions before they may become physical constructions. Papert’s idea of an ‘object to think with’ is unsound: deriving concepts from percepts leads to error. The realm of number shows this. Thinking about objects, au contraire can be scientifically productive. For this, the notion of a ‘physical entity’ must encompass the symbolic representation of language. A logico-scientific evolution-based proof shows that perception offers a false view of reality; revealed and overcome through the thoughtful use of technology. On this foundation, a prototype design and technology course for primary school with an emphasis on robotics based on the LEGO® system was developed. Outlined and discussed, it is compared and contrasted with work from the MIT Media Lab.

Keywords

Construction Computing Objects Evolution Primary education 

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Copyright information

© Springer Nature Switzerland AG 2020

Authors and Affiliations

  1. 1.The British School of SofiaSofiaBulgaria

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