LOGO-L> What is learned with Logo?

["Dale R. Reed" <dale-reed@postoffice.worldnet.att.net>]

Chuck Shavit wrote:
> 
> At 12:48 AM 8/16/97 -0400, Tom Woods wrote:
> 
> >A problem with programming as a school activity is that it requires enormous
> >amounts of time.
> ...
> >Trying to "teach" logo to
> >everyone may be unrealistic, but having it in a classroom, available to
> >those who would benefit from it might be a spark that starts a forest fire.
> 
> Thank Tim, for the wise words.
> 
> I agree that if one is "hooked" on computer programming, that it requires
> enormous amounts of time.  I think the same is true for any activity for
> which one has a talent for -- like painting, math, or reading & writing
> about philosophy.  IMO one of the most important goals for schools is to
> expose the student to as many diverse intellectual stimulations as
> possible, so that the student can chose to be "hooked" on whatever he or
> she has a talent for.  I personally would like to see an introductory
> course in computer programming as part of the standard curriculum, just
> like math & science.  Granted, there is a shortage in good computer
> programming teachers.  Alas, the same is true in other fields, like math &
> science.

But that rich learning environment is available in real life.  Why is it
in our(the taxpaying public) interests to isolate children and young
adults at a cost of about $6000/year(in the U.S.) for 13 years?  Why not
just let them learn what they want to learn, when they want to learn it,
where they want to learn it, and from whom they want to learn it?  

And if they want some help with LOGO ask the question on this list
and/or pay for a coarse from a real pro like Yehuda?  

I just don't get it.  And I think the children don't either.   Dale
-- 
$  dale-reed@worldnet.att.net   Seattle, Washington U.S.A.  $
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