Seymour Papert

Observation: In math, intuition precedes proof.

Reflection: Meaning comes from creating, not consuming.

Learning is a natural process, like breathing. The problem is not how to make children learn, but how to stop interfering with their learning.

The computer is the Proteus of machines. Its essence is its universality, its power to simulate. Because it can take on a thousand forms and serve a thousand functions, it can affect a thousand aspects of our lives.

The child, not the computer, is the agent of change.

We are not trying to make children into computer programmers. We are trying to make them into powerful thinkers.

What is important is to understand that the computer is not just a tool, but a medium for thinking.

Constructionism is the idea that the best way to learn is by making things.

The computer can be a carrier of powerful ideas and a medium for children to express their own powerful ideas.

The child programs the computer, and in doing so, acquires a sense of mastery over a piece of the most modern and powerful technology and establishes an intimate contact with some of the most powerful ideas from science, mathematics, and the art of intellectual model building.

We need to move from instructionism to constructionism.

The computer is a medium for learning, not a subject to be learned.

The most important thing is to give children the opportunity to explore, to experiment, to discover.

Learning is not a process of filling up a bucket, but of lighting a fire.

The computer can be an instrument for the liberation of the child's mind.

We must give children the tools to think with, not just the facts to think about.

The computer is a medium for expressing and developing powerful ideas.

The computer can be a mirror for the mind, allowing children to see their own thinking processes.

The child is not an empty vessel to be filled, but a builder of knowledge.

The computer can be a tool for personal growth and intellectual development.