Artificial Intelligence and Constructionism

"The role of the teacher is to create the conditions for invention rather than provide ready-made knowledge" Seymour Papert 1993.  

Seymour Papert’s (1928 - 2016) work and legacy should be an inspiration for every teacher. He was a pioneer in educational technology and artificial intelligence (AI) and was keenly interested in childhood development. He championed the idea of Constructionism, the learning theory where individuals construct knowledge through active exploration and creation.

In today's world, where AI is rapidly transforming various industries, including education, revisiting Papert's research offers valuable insights into how we can leverage technology to foster meaningful learning experiences. We will explore an overview of Papert’s influence on education and how his thinking might influence how we could grow and change. 

As you read this blog, think about: 🤔 How are you evolving YOUR school?

Papert's Vision: Learning by Making

Papert's Constructionism theory draws inspiration from Jean Piaget's Constructivism but adds a crucial element: the importance of creating tangible objects or projects in the learning process. Papert believed that when learners engage in building and designing, they develop a deeper understanding of concepts and cultivate problem-solving skills. 

Papert's 1980 book "Mindstorms: Children, computers, and powerful ideas" outlines the core principles of Constructionism and his vision for leveraging technology in education.

Seymour Papert's Constructionism is a learning theory that emphasises the importance of active creation and exploration in the process of knowledge construction. It builds upon Jean Piaget's Constructivism but adds the crucial element of making tangible objects or projects. 

Papert developed Logo, initially, it was a physical robotic turtle, which moved in response to commands as learners manipulated it.

Later it became a digital representation of that turtle, programming language, Logo. This allowed children to control a "turtle" on the screen, creating drawings and animations through code.

This hands-on approach empowered children to take ownership of their learning and experiment freely.

Constructionism advocates for an active, learner-centred approach to education where knowledge is built through creative exploration and hands-on activities. It encourages learners to take ownership of their learning, connect ideas to their personal experiences, and use technology as a powerful tool for creation and expression.

Papert's Constructionism - Key Principles

• Learning by Making: Learning is most effective when learners participate in building, designing and creating tangible projects. This hands-on approach fosters a deeper understanding of concepts and promotes problem-solving skills. 

• Personal Connection to Learning: Learners should have ownership and control over their learning experiences. They should be encouraged to pursue their interests and passions, making learning personally meaningful. 

• Powerful Ideas: Constructionism focuses on teaching "powerful ideas", these are the building blocks for further learning and exploration. They apply and are transferable to different contexts.

• Technology as a Tool for Learning: Papert was a strong advocate for using technology, particularly computers, to support Constructionist learning. He envisioned technology as a tool for creation and expression, not just for information consumption.  

Practical Examples of Constructionism:

• Logo Programming Language: Papert's creation of Logo, where children could control a "turtle" on the screen through code, exemplified the power of Constructionist learning. Children learned about programming, geometry, and problem-solving while creating drawings and animations. 

• Robotics and Maker Culture: The rise of robotics kits and the maker movement embodies the Constructionist philosophy, encouraging hands-on learning and experimentation.

• Project-Based Learning: Many modern educational approaches, such as project-based learning, draw inspiration from Constructionism, emphasising the importance of learner-driven projects and real-world applications.

Papert’s theory of AI builds on his view of constructionism

Seymour Papert's view of AI was closely tied to his theory of Constructionism. He believed that AI could serve as a powerful tool to facilitate and enhance the constructionist learning process.

Papert's lament about AI

In 1988, Papert described AI as a field of study that should focus on developing conceptual frameworks for understanding different ways of knowing, rather than searching for the universal mechanisms of intelligence.

He believed AI should be a methodology for thinking about ways of knowing and understanding of what is similar and different between various cognitive activities.

On the 9th July 2002, at a symposium at MIT Media Lab, Bartos Theatre, Papert lamented that AI development had become too narrow.

"We started with a big 'cosmic question'

Can we make a machine to rival human intelligence?

Can we make a machine so we can understand intelligence in general?" 

But AI was a victim of its own worldly success.

People discovered you could make computer programs so robots could assemble cars. Robots could do accounting!" 

Papert investigated the nature of intelligence and how it can be understood through different models of learning, such as connectionism. 

Papert argued that AI should not be seen as a unified field but as a diverse collection of approaches to understanding different ways of knowing, which could have implications for how AI is used in education in the future. 

I think he would love what is happening with AI in the world around us, in all the many varied forms and uses.

Here are some ways in which Papert's theory of AI builds on his view of Constructionism:

• AI as a Mindtool: Papert envisioned AI as a "mindtool" - a cognitive tool that extends the capabilities of the human mind, much like a physical tool extends the capabilities of the human body. He believed AI could help learners to think more deeply, explore complex ideas, and express their creativity in new ways.

• AI as a Learning Partner: Papert saw AI as a potential collaborator and learning partner, not just a tool for instruction. He imagined AI systems that could engage in meaningful conversations with learners, offering personalised feedback, challenges, and support.

• AI for Facilitating Creativity and Exploration: Papert believed that AI could enable learners to explore complex systems, create simulations, and design interactive projects. He envisioned AI-powered tools that would empower learners to experiment freely, make mistakes, and learn from their experiences.

• AI for Personalising Learning: Papert recognised the potential of AI to tailor learning experiences to individual learners. He envisioned AI systems that could adapt to different learning styles, paces, and interests, providing personalised challenges and support.

• AI for Empowering Learners: Papert saw AI as a way to give learners more control over their learning. He believed AI could help learners to develop metacognitive skills, enabling them to reflect on their own learning processes and become more self-directed learners.

• Simulations and Modelling: AI can create realistic simulations and models, enabling learners to explore complex phenomena and experiment with different variables.

Papert's theory of AI was deeply rooted in his Constructionist philosophy. He believed that AI could be a powerful catalyst for Constructionist learning, enabling learners to build knowledge through active exploration, creativity, and collaboration. His vision of AI was not just about automating instruction but about empowering learners to become active creators and problem-solvers in the digital age.

Connecting Papert's Work to Modern AI

Several modern AI applications resonate with Papert's Constructionist philosophy:

• Scratch: Building on the legacy of Logo, Scratch is a visual programming language that empowers children to create interactive stories, games, and animations.

• Robotics and Maker Culture: The rise of robotics kits and the maker movement encourage hands-on learning and experimentation, aligning with Papert's emphasis on building and tinkering.

• AI-Powered Design Tools: AI is integrated into design tools, allowing learners to create sophisticated projects and prototypes more easily.

Challenges and Considerations

While AI holds great promise for Constructionist learning, there are challenges to address:

• AI Equity and Access: Ensuring all learners have access to AI-powered tools and resources is crucial for promoting equitable education.

• Ethical Considerations: It's important to develop AI systems that are transparent, fair, and respect user privacy.

• Teacher Training: Educators need to be equipped with the knowledge and skills to effectively integrate AI into their teaching practices.

Even though I taught for many years, I have always felt and agree with Papert’s sentiment.

Papert argued that there’s nothing natural about school at all: “Quite the contrary: The institution of School, with its daily lesson plans, fixed curriculum, standardised tests, and other such paraphernalia, tends constantly to reduce learning to a series of technical acts and the teacher to the role of a technician.” (Hill, 1994) 

🤔 What do you think? Are there any areas of school you might change?

My educational-views correlate with Papert’s thinking

Papert did not mince words. 

“I think School is bad,” he said. “And it’s as bad for teachers as it is for kids” (Hill, 1994).

As a high school child, I signed petitions for boys to be allowed to grow their hair, I argued with teachers about giving boys a hiding for hair grown on their ears. I have never understood how short hair or even referring to a teacher as Mr or Mrs impacts your classroom behaviour. 

I think that teaching is built on trust, and respect is earned, as teachers, we need to respect our learners, just as learners should respect us. Both parties earn trust and respect.

Teachers are often overloaded with admin.

They are even given lesson plans and assessments, and the creativity of the teacher has been removed. Teachers are often frustrated as they are forced into the education-system-mill. Teachers feel they are not trusted as teachers.

How do we change this huge cog to inspire creativity, for the teachers and the learners they teach? 

How do we get the system to see, that we need different learning so our learners will truly thrive in a digital AI-driven world?

I always tried to teach differently and to inspire my learners to THINK, reflect and challenge their own thinking. 

At the teacher training college where I studied, we were given tools to think differently, to break the mould of teacher-centred teaching, and rather focus on the learner as an individual. 

I agree with Papert "School is so out of step with society" (Wright, 2002). Schools are banning cell phones, instead of teaching responsible use, balanced lifestyle, and providing meaningful resources.

The majority of schools are not discussing nor teaching children about AI (Common sense, 2024). 

Yet we say we want our children to truly succeed in the world.

Papert viewed AI as a way to enhance constructionist learning by acting as a "mindtool" to expand the capabilities of the human mind. 

He saw AI as a collaborator and learning partner that could engage in conversations, offer personalised feedback, and support learners. 

Papert believed AI could facilitate creativity and exploration by enabling learners to explore complex systems, create simulations, and design interactive projects. 

He saw the potential of AI to personalise learning by adapting to different learning styles and interests. 

Papert believed AI could empower learners by giving them more control over their learning and helping them develop metacognitive skills.

Papert's vision of AI was to empower learners to become active creators and problem-solvers. 

He saw AI as a powerful tool to facilitate and enhance the constructionist learning process, enabling learners to build knowledge through active exploration, creativity, and collaboration.

YouTube Seymour Paper Playlist https://www.youtube.com/playlist?list=PLUqbawU2L3pnRTcUvUi2hmdbDxBFqnzTq

Conclusion

Seymour Papert's Constructionism theory remains relevant in the present age of AI.

By combining the power of AI with the principles of Constructionist learning, we can create engaging and empowering educational experiences that prepare learners for the challenges of the 21st century.

As Papert once said, "The role of the teacher is to create the conditions for invention rather than provide ready-made knowledge" (Papert, 1993).

AI can be a powerful tool in facilitating this process, allowing learners to build knowledge, explore their creativity, and become active participants in their own learning journey.

Resource:

1. Papert, Seymour. (1980). Mindstorms; Children Computers, and Powerful Ideas.

2. Common Sense. (2024). The Dawn of the AI Era: Teens, Parents, and the Adoption of

   Generative AI at Home and School. https://www.commonsensemedia.org/research/the-dawn-of-the-ai-era-teens-parents-and-the-adoption-of-generative-ai-at-home-and-school