Musings on Seymour Papert’s Essay “The Gears of My Childhood” and Vermont’s commitment to implementing PLP’s

Jasmin B. Cowin, Ed.D.

The Gears of my Childhood, Seymour Papert PDF

How could Seymour Papert’s essay: The Gears of My Childhood inform Vermont’s commitment to implementing Personalized Learning?

Vermont’s implementation of the Flexible Pathway Initiative and PLP’s will require students to meet with teachers to discuss their skills, interests and learning styles and career/college goals. This approach not only aims at the “cognitive aspects of assimilation” but also at the “affective component.” The Gears of my Childhood by Papert describes in detail the author’s personal fascination and intensive childhood involvement with gears. In his essay, Papert speaks to the affective feeling of loving his inquiries and his pleasure in discovery of the”How.”.

PLP’s and Flexible Pathways need to take into account that students entering the teen years need “more voice and choice, in both process and product, and especially platform.” For students to fall in love with learning is something which can not be reduced to purely cognitive terms. Falling in love with learning is intensely personal and idiosyncratic. However, if given a voice students will often rise to the challenge and opportunity.

Teachers:
“The PLP redesign was a real eye-opener in seeing how students would prefer to create their own projects. It reminded me that, when given the right opportunities, students will jump right into a project and take the responsibility for their own learning and achievement.”

“It reminded me that student voice needs to factor in much more than it currently does in our plan. We need to revisit what are our non-negotiables. Can we let students choose the platform? Their goals? Ways of reflecting? Etc.”

As this generation of students in Vermont and globally prepares for their future they must be prepared for a fluid and lifetime assimilation of new technology and models of national and international coexistence. “The rate at which technology changes has reached a dizzying speed, with new tools and platforms emerging constantly. “ Luke Rhinehart wrote: “Man must become comfortable in flowing from one role to another, one set of values to another, one life to another. Men must be free from boundaries, patterns and consistencies in order to be free to think, feel and create in new ways. Men have admired Prometheus and Mars too long; our God must become Proteus.”

Vermont’s PLP model is poised to open new avenues for students to explore their passions, interests, and strengths with guided, flexible paths. “What an individual can learn, and how he learns it, depends on what models he has available. This raises, recursively, the question of how he learned these models. Thus the “laws of learning” must be about how intellectual structures grow out of one another and about how, in the process, they acquire both logical and emotional form.” Papert sees the computer as the “Proteus of machines”, the universal enabler, an instrument flexible enough so that “many children can create something” which assimilates new models of knowledge into their individual styles of learning. However, kindling the spark of “love” for learning and inquiry as the driving force in creating a “genesis of knowledge” is the powerful message of Papert’s essay and the universal message to and for educators.

What Vermont students really think about personal learning plans

Augmented Reality Archives

Author: drcowinj

Education is our passport to the future, for tomorrow belongs only to the people who prepare for it today,” determined Malcolm X at the O.A.A.U.’s [Organization of Afro-American Unity] founding forum at the Audubon Ballroom. (June 28, 1964). (X, n.d.) Dr. Jasmin Bey Cowin a Fulbright Scholar completed the Education Policy Fellowship Program (EPFP™) at Columbia University, Teachers College. Dr. Cowin served as the President of the Rotary Club of New York and Assistant Governor for New York State; long-term Chair of the Rotary United Nations International Breakfast meetings; and works as an Assistant Professor at Touro College, Graduate School of Education. Dr. Cowin has over twenty-five years of experience as an educator, tech innovator, entrepreneur, and institutional leader with a focus on equity and access to digital literacy and education in the Sub-Saharan Africa region. Her extensive background in education, administration, not-for-profit leadership, entrepreneurial spirit, and technology innovation provide her with unique skills and vertical networks locally and globally. Dr. Cowin participates fully in the larger world of TESOL academic discipline as elected Vice President and Chair-Elect for the New York State, NYS TESOL organization, for the 2021 conference. Ongoing research, expressed in scholarly contributions to the advancement of knowledge is demonstrated through publications, presentations, and participation in academic conferences, blogging, and other scholarly activities, including public performances and exhibitions at conferences and workshops. Of particular interest to her are The Blockchain of Things and its implications for Higher Education; Current Global Trends in TESOL; Developing Materials and Resources in Teaching English; E-learning; Micro and Macro-Methodologies in TESOL; E-Resources Discovery and Analysis; and Language Acquisition and the Oculus Rift in VR.

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