Politics and Python in Education (was Re: Python in Secondary Schools)
On 7/17/07, Paul D. Fernhout <pdfernhout@kurtz-fernhout.com> wrote:
Essentially, what seems to me to be proposed here is making edusig a discussion group for "How or why to use Python (as is) for use in the standard K-12 classroom to meet narrowly defined instructional objectives?".
I'd expand that to: "how or why to use Python in standard k-12 and college classrooms"
The short answer to that implicit question is, as Kirby implies, that there is essentially no role for Python in the standard mainstream K-12 classroom (I'd frame it as it's simply too dangerous a concept :-). Or, as someone else suggests, the other answer to that implicit question is, learn "Java" if you want a strategic plan because you can use it to get A.P. credit and save money in college. But those are not good answers for people who want kids to be empowered, since the mainstream classroom is mostly not about empowering kids, just like Java (unlike Python or other dynamic languages like Smalltalk or Lisp or Ruby) is mostly not about empowering programmers.
Kirby has one answer to whether it's possible. Other people have other answers. This isn't the place to get long discussions about it over and over and over and over again. Some of us are tired of hearing about it in nearly every thread. (It's one of the reasons I've not bothered reading edu-sig in months - I don't have time for the extraneous stuph.) I loved the recent threads on scaffolding and on what are appropriate questions and expectations for students who've had a certain amount of python. I would have hated to see them hijacked into political threads.
Still, I could essentially see Guido's point, because some conventional school staff who otherwise like Python may face issues posting to a list talking about the future of education (which may appear to threaten their job), so perhaps ultimately a solution would be to have one list for "python in mainstream education" and another list for "python for alternative or future education".
Or how about one list on "educational politics" and one on python in education. Oh wait - there ARE already lists on educational politics... how about those who want to discuss that, go to those lists and discuss it there?! And use this list to specifically discuss python in education? At least could we agree to properly lable/relable any threads or tangents as [POLITICS] so those who want to discuss the nittygritty how-to can filter out the political stuph? And those interested in the political stuff can agree to NOT interpose it into threads that aren't about that? -- cordially, Anna -- It is fate, but call it Italy if it pleases you, Vicar!
On 7/17/07, Anna Ravenscroft <annaraven@gmail.com> wrote:
At least could we agree to properly lable/relable any threads or tangents as [POLITICS] so those who want to discuss the nittygritty how-to can filter out the political stuph? And those interested in the political stuff can agree to NOT interpose it into threads that aren't about that?
That won't help enough. There are plenty of other places where you can post political opinions. There's only one place to discuss the teaching of Python. Please keep the politics out. -- --Guido van Rossum (home page: http://www.python.org/~guido/)
That won't help enough. There are plenty of other places where you can post political opinions. There's only one place to discuss the teaching of Python. Please keep the politics out.
-- --Guido van Rossum (home page: http://www.python.org/~guido/)
I've promised Guido to reserve my more philosophical content for other venues at least for awhile (no fair if others keep it political but say I can't play too!). I will filter my edu-sig content to be less philosophical. Maybe other of my channels will need to become more load-bearing (like my blogs, as Guido suggested), but that's not of core concern to this list. Kirby
Anna Ravenscroft wrote:
Still, I could essentially see Guido's point, because some conventional school staff who otherwise like Python may face issues posting to a list talking about the future of education (which may appear to threaten their job), so perhaps ultimately a solution would be to have one list for "python in mainstream education" and another list for "python for alternative or future education".
Or how about one list on "educational politics" and one on python in education. Oh wait - there ARE already lists on educational politics... how about those who want to discuss that, go to those lists and discuss it there?! And use this list to specifically discuss python in education?
I think your analogy (and by extension Guido's strawman proposal) is flawed, because a key aspect of *design* is to see how values and priorities (which is the core of "politics") lead to new and interesting structures for software and content and hardware. In a Python CP4E context I see this as including any or all of: * changes to Python itself (e.g. "edit and continue" support in the core and in IDLE), or * new libraries for Python (e.g. PataPata), or * new application based on Python (e.g. constructivist educational simulations, including perhaps, though he might have disagreed, the late Arthur Siegel's PyGeo :-), or http://pygeo.sourceforge.net/index.html * new curricula or other smaller educational materials (e.g. the Shuttleworth Foundation's steps in that direction), or * even new hardware which is Python-powered (e.g. OLPC, or even Lego Mindstorms NXT robotics, which I just got two of and was yesterday looking up references to using Python to program). To talk about creating such software or hardware or content without a sense of priorities and values would be analogous to going to an architect, asking them to design you a custom house and, and then saying, "well, you're an architect, just design us something, we are busy people and have no time to talk about values or priorities". Although I guess even there a clever architect would learn one thing about such people's values and priorities. :-) For a personal example, to show these issues are not just talk, consider the literally person-months I spent building the PataPata experiment http://patapata.sourceforge.net/ to bring some Squeak-like constructivist ideas more directly into a Python-powered IDE, and which I discussed on this list. Maybe not a huge success, but a big investment of my limited time in the free Python realm and I learned a few things from it (including the importance of naming objects if you wished to share them, a departure from the "Self" prototype programming ideal using unnamed pointers to parent objects). http://patapata.sourceforge.net/critique.html Ultimately, PataPata was of very marginal interest here. Other people can talk about how Squeak has ideas that might work in Python, but when things got going, the talk was just talk. Ideally, from my point of view, people here would have discussed how these priorities and values of learned-centered technologies such as PataPata was a step towards could be translated into even more Python-related software, stuff beyond PataPata and even better. People could go beyond what I reference, and go beyond my own self critique, and as experienced educators suggest even better ideas for new technology related to Python (e.g. "the students are always saying if only we had X Y or Z for Python they'd be using it so much more for the things they want to do" -- like the reasons a homeschooled kid chose "DarkBasic" instead of Python, as mentioned on the Math Forum Kirby posts to). http://mathforum.org/kb/message.jspa?messageID=5812048&tstart=0 But that doesn't happen here much, in large part I'd speculate since most educators here are teachers, and the authoritarian context most teachers work in is unfortunately very limiting both as to free time and as to possible horizons, at least in the USA. Again, for example, consider my relative who could be fired if she installed Python on her classroom computer, and who would not have enough free time to go through the bureaucratic hoops to get Python installed district wide, let alone then have time to learn how to use it). That all to me is tremendously disappointing, especially as: CP4E != CP4MainstreamSchools in my thinking (even if mainstream schools are part of "Everyone"). It's no big surprise the US military (of all US institutions including the Department of Education) initially funded CP4E, because, in the USA, historically the military has had the most difficulties dealing with lack of education among recruits, see for example: http://www.johntaylorgatto.com/chapters/3b.htm """Back in 1952 the Army quietly began hiring hundreds of psychologists to find out how 600,000 high school graduates had successfully faked illiteracy. Regna Wood sums up the episode this way: "After the psychologists told the officers that the graduates weren’t faking, Defense Department administrators knew that something terrible had happened in grade school reading instruction. And they knew it had started in the thirties. Why they remained silent, no one knows. The switch back to reading instruction that worked for everyone should have been made then. But it wasn’t."""" Doesn't that sound a bit like future echoes of "Why Johnny Can't Code"? http://www.google.com/search?hl=en&q=Why+Johnny+Can%27t+Code http://www.salon.com/tech/feature/2006/09/14/basic/index_np.html http://news.com.com/Why+Johnny+cant+code/2010-1071_3-5596882.html http://developers.slashdot.org/article.pl?sid=06/09/14/0320238 It is another example of how, ironically, the US military is perhaps the only well supported large institution in the USA who, as with illiteracy, needs to wrestle with the consequences of US educational problems on a large scale. Gatto suggests, unlike the military, most of the other US institutions actually grow in power the more dysfunctional citizens are, so educational failure isn't a problem for them; illiterate graduates are paradoxically a great thing for, say, a department of education's budget -- justifying, in an unexamined way, more money to do more of the same. People on this list (including Guido) sound disappointed in me for talking educational politics, but as I reflect on it, I am disappointed with people on this list for not helping more directly translate the values and priorities I reference into even more Python-related options for the future of most education. That future will IMHO emphasize learner-centered and learner-customized on-demand activities which empower the user to do amazing things either alone or as part of amazing ad hoc groups like a typical open source or free software projects, including Python. And that disappointment is even keener because I have little doubt the educators on the edusig list are generally some of the most progressive ones around (otherwise, people her would be on a Java list or teaching about using Visual Basic to script Office). I can acknowledge that to the extent edusig is about being a teachers' lounge where teachers compare notes about teaching Python to meet state-defined objectives to pass standardized tests, such discussions seem off-topic. But as I said before, if that is the concern, Java is really the answer (in the USA, based on AP credit as someone else mentioned; granted other countries will differ). Once we wander off that path of standardization, then lots of issues relating to values and priorities show up -- especially if, like me, you are interested in making new things related to Python and education. --Paul Fernhout
Please stop arguing politics on the list NOW. I don't want to start actually kicking people or posts off the list, but I will if it doesn't stop. This is simply not the platform for it. Find a different platform where this topic are welcome. --Guido On 7/18/07, Paul D. Fernhout <pdfernhout@kurtz-fernhout.com> wrote:
Anna Ravenscroft wrote:
Still, I could essentially see Guido's point, because some conventional school staff who otherwise like Python may face issues posting to a list talking about the future of education (which may appear to threaten their job), so perhaps ultimately a solution would be to have one list for "python in mainstream education" and another list for "python for alternative or future education".
Or how about one list on "educational politics" and one on python in education. Oh wait - there ARE already lists on educational politics... how about those who want to discuss that, go to those lists and discuss it there?! And use this list to specifically discuss python in education?
I think your analogy (and by extension Guido's strawman proposal) is flawed, because a key aspect of *design* is to see how values and priorities (which is the core of "politics") lead to new and interesting structures for software and content and hardware. In a Python CP4E context I see this as including any or all of: * changes to Python itself (e.g. "edit and continue" support in the core and in IDLE), or * new libraries for Python (e.g. PataPata), or * new application based on Python (e.g. constructivist educational simulations, including perhaps, though he might have disagreed, the late Arthur Siegel's PyGeo :-), or http://pygeo.sourceforge.net/index.html * new curricula or other smaller educational materials (e.g. the Shuttleworth Foundation's steps in that direction), or * even new hardware which is Python-powered (e.g. OLPC, or even Lego Mindstorms NXT robotics, which I just got two of and was yesterday looking up references to using Python to program).
To talk about creating such software or hardware or content without a sense of priorities and values would be analogous to going to an architect, asking them to design you a custom house and, and then saying, "well, you're an architect, just design us something, we are busy people and have no time to talk about values or priorities". Although I guess even there a clever architect would learn one thing about such people's values and priorities. :-)
For a personal example, to show these issues are not just talk, consider the literally person-months I spent building the PataPata experiment http://patapata.sourceforge.net/ to bring some Squeak-like constructivist ideas more directly into a Python-powered IDE, and which I discussed on this list. Maybe not a huge success, but a big investment of my limited time in the free Python realm and I learned a few things from it (including the importance of naming objects if you wished to share them, a departure from the "Self" prototype programming ideal using unnamed pointers to parent objects). http://patapata.sourceforge.net/critique.html Ultimately, PataPata was of very marginal interest here. Other people can talk about how Squeak has ideas that might work in Python, but when things got going, the talk was just talk. Ideally, from my point of view, people here would have discussed how these priorities and values of learned-centered technologies such as PataPata was a step towards could be translated into even more Python-related software, stuff beyond PataPata and even better. People could go beyond what I reference, and go beyond my own self critique, and as experienced educators suggest even better ideas for new technology related to Python (e.g. "the students are always saying if only we had X Y or Z for Python they'd be using it so much more for the things they want to do" -- like the reasons a homeschooled kid chose "DarkBasic" instead of Python, as mentioned on the Math Forum Kirby posts to). http://mathforum.org/kb/message.jspa?messageID=5812048&tstart=0
But that doesn't happen here much, in large part I'd speculate since most educators here are teachers, and the authoritarian context most teachers work in is unfortunately very limiting both as to free time and as to possible horizons, at least in the USA. Again, for example, consider my relative who could be fired if she installed Python on her classroom computer, and who would not have enough free time to go through the bureaucratic hoops to get Python installed district wide, let alone then have time to learn how to use it).
That all to me is tremendously disappointing, especially as: CP4E != CP4MainstreamSchools in my thinking (even if mainstream schools are part of "Everyone").
It's no big surprise the US military (of all US institutions including the Department of Education) initially funded CP4E, because, in the USA, historically the military has had the most difficulties dealing with lack of education among recruits, see for example: http://www.johntaylorgatto.com/chapters/3b.htm """Back in 1952 the Army quietly began hiring hundreds of psychologists to find out how 600,000 high school graduates had successfully faked illiteracy. Regna Wood sums up the episode this way: "After the psychologists told the officers that the graduates weren't faking, Defense Department administrators knew that something terrible had happened in grade school reading instruction. And they knew it had started in the thirties. Why they remained silent, no one knows. The switch back to reading instruction that worked for everyone should have been made then. But it wasn't.""""
Doesn't that sound a bit like future echoes of "Why Johnny Can't Code"? http://www.google.com/search?hl=en&q=Why+Johnny+Can%27t+Code http://www.salon.com/tech/feature/2006/09/14/basic/index_np.html http://news.com.com/Why+Johnny+cant+code/2010-1071_3-5596882.html http://developers.slashdot.org/article.pl?sid=06/09/14/0320238 It is another example of how, ironically, the US military is perhaps the only well supported large institution in the USA who, as with illiteracy, needs to wrestle with the consequences of US educational problems on a large scale. Gatto suggests, unlike the military, most of the other US institutions actually grow in power the more dysfunctional citizens are, so educational failure isn't a problem for them; illiterate graduates are paradoxically a great thing for, say, a department of education's budget -- justifying, in an unexamined way, more money to do more of the same.
People on this list (including Guido) sound disappointed in me for talking educational politics, but as I reflect on it, I am disappointed with people on this list for not helping more directly translate the values and priorities I reference into even more Python-related options for the future of most education. That future will IMHO emphasize learner-centered and learner-customized on-demand activities which empower the user to do amazing things either alone or as part of amazing ad hoc groups like a typical open source or free software projects, including Python. And that disappointment is even keener because I have little doubt the educators on the edusig list are generally some of the most progressive ones around (otherwise, people her would be on a Java list or teaching about using Visual Basic to script Office).
I can acknowledge that to the extent edusig is about being a teachers' lounge where teachers compare notes about teaching Python to meet state-defined objectives to pass standardized tests, such discussions seem off-topic. But as I said before, if that is the concern, Java is really the answer (in the USA, based on AP credit as someone else mentioned; granted other countries will differ). Once we wander off that path of standardization, then lots of issues relating to values and priorities show up -- especially if, like me, you are interested in making new things related to Python and education.
--Paul Fernhout _______________________________________________ Edu-sig mailing list Edu-sig@python.org http://mail.python.org/mailman/listinfo/edu-sig
-- --Guido van Rossum (home page: http://www.python.org/~guido/)
Hi, Two years ago I was in a committee in my department where we discussed what language and methodology should we use for teaching our first course in programming for majors in computer science. Python was the winner and in 2006/2007 I was the responsible for the first edition of the course. I'm more than happy with the decision and Python turns out to be a fantastic language. As I was totally ignorant about Python (I was addicted to Lisp) I look around and see what other experiences there was related to using Python for teaching programming. And I subscribe this mailing list. I learn a lot from many posts (I even participate with a few ones). Unfortunately, since some time ago, I stop reading it. It comes to my mail box and goes to the trash after skimming the first lines. edu-sig@python.org should be what is implied by the name! I do not have nothing against discussing (educational) politics but please do it elsewhere and let the list be something that those who enjoy Python use it as way to communicate ideas, projects, experiences .... involving Python. Ernesto Costa On Jul 18, 2007, at 5:56 PM, Guido van Rossum wrote:
Please stop arguing politics on the list NOW.
I don't want to start actually kicking people or posts off the list, but I will if it doesn't stop. This is simply not the platform for it. Find a different platform where this topic are welcome.
--Guido
Guido- I've been on this list continuously since about the second day (2/3/2000) -- a little over seven years. I'll admit I was so turned off by Kirby's comments after my initial posts (on bringing good ideas from Squeak into Python, the technical topic I still like the most, and continue to work towards). I went into lurk mode for about five years, mostly until the issue of Python drawing from Squeak resurfaced from others. I've since come to appreciate Kirby's unique charm. :-) Remember when you sent out this in your email of 2/2/2000 entitled: "Special Interest Group: Python in Education"? It read in part: "I don't have a fixed idea about what the charter of the SIG should be; I'd like to see discussion of CP4E, but also of other issues related to Python and education, and I'd like to include all levels of education (from grade school to college level as well as adult education), as long as people are interested in learning or teaching Python." That can be read a lot of ways. If you intended something more specific you should have said so then. Remember the start of very *first* reply by someone else (to the CCs, not to the list) and the related thread? The very first reply by someone else (not me) started with: "the only way you can succeed is to have choice in education and without competition, the current public education monopoly will crush you. they are just to paranoid about virtual classrooms and the nea and aft are like stalin in their efforts to block every and any attempt to do this in k to 18, ..." And went on from there. And then the start of the *second* reply by someone else (also to the CCs and not to the list): "While I may not be quite as cynical as Mr. [Name omitted] I must admit that I have seen some of the attitudes that he describes. While one would think that you would find progressive "out front" thinkers in the field of education, unfortunately they seem to be the exception to the rule. Instead they are offen territorial, "politically" motivated and especially uncomfortable with change of any kind. They give lip service to "out of the box thinking" but rarely reward it." Didn't those two initial replies to the CC list give you some inkling of what you were getting yourself into with CP4E? Or the whole reason why DARPA would think it was so essential as to be worth funding your proposal to solve a serious problem in the USA affecting the entire nation's security and prosperity? Or perhaps the world's security and prosperity, for that matter, in the face of a likely technological singularity? http://en.wikipedia.org/wiki/Technological_singularity Look, if you suddenly pop up after five months of silence on this list to present an admitted "strawman" proposal (like you did) http://mail.python.org/pipermail/edu-sig/2007-July/008073.html which is to actually *change* the evolved character of the list (otherwise why the complaints from some who object to it as it is?) -- a strawman which anyone who had taken a course in society and technology would know takes an either naive or disingenuous position on politics and educational technology (like the two could ever be separated) -- then don't be surprised when you get replies like mine below which are responsive to that strawman. As I wrote below: "I think your analogy (and by extension Guido's strawman proposal) is flawed, because a key aspect of *design* is to see how values and priorities (which is the core of "politics") lead to new and interesting structures for software and content and hardware." I'll readily agree that part of the tension, as between me and Kirby, is that I like to talk about (and develop towards) the part of the original CP4E goals http://www.python.org/doc/essays/cp4e.html related to a better system for programming in Python for novices (and experts), while a lot of other people here (if not most, including Kirby) like to talk about another part of those goals of a new curriculum, in the sense of how to use python-as-is in school-as-is. But I don't think that divide can be resolved by censorship. If it bothers people a lot, then there should be two lists (I'm not pushing that though as I think they cross-pollinate each other). Note that on CP4E the proposal reads: "These components come together in the scientific exploration of the role of programming in next generation computing environments." How can one discuss the role of programming in the future without talking either about the future or the political and technological context for such systems? You've barely posted to this list in the last couple of years -- how much in touch with the list are you anymore? Is anybody flaming anyone here? Anyone threatening anyone here? With occasionally fallow periods, this list seems to keep moving right along -- sometimes great conversations, sometimes not. Kirby is like its heart beat, and I don't like seeing him censored. I for one also miss Art's insights; I didn't always agree with him, but he had many interesting things to say. I'd like to draw everyone's attention back to the spinoff list which others started to have a narrower focus: http://groups.google.com/group/edupython Description: "Supporting the development of online resources and interactive tools to serve high school students, undergraduates, and hobbyists learning Python, and to assist teachers and instructors in reaching those audiences." One comment by Michael T. on that list: http://mail.python.org/pipermail/edu-sig/2006-April/006278.html "There was general agreement among the attendees at the education BOF meeting at PyCon that a new list was necessary, so although my own presence is recent, my assertion was not unsupported. There has also been some discussion of dissatisfaction with the breadth of discussion here expressed since I have been following the list, notably including some strongly worded advice from Guido van Rossum recently." Note the words "new list". It seems to me you are trying to beat edusig into that new list (which is a bit ironic, as the new narrower list itself seems to be not very active in the past few months, especially compared to edusig). What's next, restricting discussion on educational "philosophy" as opposed to "politics"? That's another thing some people have complained about. And then after that? References to Squeak or DrScheme? Maybe comments on constructivism? If you want a new list with a highly focused charter (can such a thing even be defined in this context?), with an explicit policy anyone posting something beyond that narrow charter will be booted from the list, then by all means, go for it, and give it your blessing. Changing edusig's policies and culture midstream through censorship threats or related intimidation seems ultimately counterproductive to me. As you suggest, your main concern is just on the hypothetical chance a strict rule might prevent possible future problems like some *unspecified* lists had in the past and which this one has not had (at least not to that degree, even if watching Art and Kirby wrestling with each other could get tiring sometimes. :-) Having said that, I had pretty much moved back to lurk mode on the list (my previous last post was in April) before your strawman proposal anyway; I only started responding on this topic to defend Kirby. If you want to ban me for responding to a meta-discussion *you* started, then go ahead. :-) I'm certain we *both* have better things to do. --Paul Fernhout Guido van Rossum wrote:
Please stop arguing politics on the list NOW.
I don't want to start actually kicking people or posts off the list, but I will if it doesn't stop. This is simply not the platform for it. Find a different platform where this topic are welcome.
--Guido
On 7/18/07, Paul D. Fernhout <pdfernhout@kurtz-fernhout.com> wrote:
Still, I could essentially see Guido's point, because some conventional school staff who otherwise like Python may face issues posting to a list talking about the future of education (which may appear to threaten their job), so perhaps ultimately a solution would be to have one list for "python in mainstream education" and another list for "python for alternative or future education". Or how about one list on "educational politics" and one on python in education. Oh wait - there ARE already lists on educational politics... how about those who want to discuss that, go to those lists and discuss it there?! And use this list to specifically discuss python in education? I think your analogy (and by extension Guido's strawman proposal) is flawed, because a key aspect of *design* is to see how values and
Anna Ravenscroft wrote: priorities (which is the core of "politics") lead to new and interesting structures for software and content and hardware. In a Python CP4E context I see this as including any or all of: * changes to Python itself (e.g. "edit and continue" support in the core and in IDLE), or * new libraries for Python (e.g. PataPata), or * new application based on Python (e.g. constructivist educational simulations, including perhaps, though he might have disagreed, the late Arthur Siegel's PyGeo :-), or http://pygeo.sourceforge.net/index.html * new curricula or other smaller educational materials (e.g. the Shuttleworth Foundation's steps in that direction), or * even new hardware which is Python-powered (e.g. OLPC, or even Lego Mindstorms NXT robotics, which I just got two of and was yesterday looking up references to using Python to program).
To talk about creating such software or hardware or content without a sense of priorities and values would be analogous to going to an architect, asking them to design you a custom house and, and then saying, "well, you're an architect, just design us something, we are busy people and have no time to talk about values or priorities". Although I guess even there a clever architect would learn one thing about such people's values and priorities. :-)
For a personal example, to show these issues are not just talk, consider the literally person-months I spent building the PataPata experiment http://patapata.sourceforge.net/ to bring some Squeak-like constructivist ideas more directly into a Python-powered IDE, and which I discussed on this list. Maybe not a huge success, but a big investment of my limited time in the free Python realm and I learned a few things from it (including the importance of naming objects if you wished to share them, a departure from the "Self" prototype programming ideal using unnamed pointers to parent objects). http://patapata.sourceforge.net/critique.html Ultimately, PataPata was of very marginal interest here. Other people can talk about how Squeak has ideas that might work in Python, but when things got going, the talk was just talk. Ideally, from my point of view, people here would have discussed how these priorities and values of learned-centered technologies such as PataPata was a step towards could be translated into even more Python-related software, stuff beyond PataPata and even better. People could go beyond what I reference, and go beyond my own self critique, and as experienced educators suggest even better ideas for new technology related to Python (e.g. "the students are always saying if only we had X Y or Z for Python they'd be using it so much more for the things they want to do" -- like the reasons a homeschooled kid chose "DarkBasic" instead of Python, as mentioned on the Math Forum Kirby posts to). http://mathforum.org/kb/message.jspa?messageID=5812048&tstart=0
But that doesn't happen here much, in large part I'd speculate since most educators here are teachers, and the authoritarian context most teachers work in is unfortunately very limiting both as to free time and as to possible horizons, at least in the USA. Again, for example, consider my relative who could be fired if she installed Python on her classroom computer, and who would not have enough free time to go through the bureaucratic hoops to get Python installed district wide, let alone then have time to learn how to use it).
That all to me is tremendously disappointing, especially as: CP4E != CP4MainstreamSchools in my thinking (even if mainstream schools are part of "Everyone").
It's no big surprise the US military (of all US institutions including the Department of Education) initially funded CP4E, because, in the USA, historically the military has had the most difficulties dealing with lack of education among recruits, see for example: http://www.johntaylorgatto.com/chapters/3b.htm """Back in 1952 the Army quietly began hiring hundreds of psychologists to find out how 600,000 high school graduates had successfully faked illiteracy. Regna Wood sums up the episode this way: "After the psychologists told the officers that the graduates weren't faking, Defense Department administrators knew that something terrible had happened in grade school reading instruction. And they knew it had started in the thirties. Why they remained silent, no one knows. The switch back to reading instruction that worked for everyone should have been made then. But it wasn't.""""
Doesn't that sound a bit like future echoes of "Why Johnny Can't Code"? http://www.google.com/search?hl=en&q=Why+Johnny+Can%27t+Code http://www.salon.com/tech/feature/2006/09/14/basic/index_np.html http://news.com.com/Why+Johnny+cant+code/2010-1071_3-5596882.html http://developers.slashdot.org/article.pl?sid=06/09/14/0320238 It is another example of how, ironically, the US military is perhaps the only well supported large institution in the USA who, as with illiteracy, needs to wrestle with the consequences of US educational problems on a large scale. Gatto suggests, unlike the military, most of the other US institutions actually grow in power the more dysfunctional citizens are, so educational failure isn't a problem for them; illiterate graduates are paradoxically a great thing for, say, a department of education's budget -- justifying, in an unexamined way, more money to do more of the same.
People on this list (including Guido) sound disappointed in me for talking educational politics, but as I reflect on it, I am disappointed with people on this list for not helping more directly translate the values and priorities I reference into even more Python-related options for the future of most education. That future will IMHO emphasize learner-centered and learner-customized on-demand activities which empower the user to do amazing things either alone or as part of amazing ad hoc groups like a typical open source or free software projects, including Python. And that disappointment is even keener because I have little doubt the educators on the edusig list are generally some of the most progressive ones around (otherwise, people her would be on a Java list or teaching about using Visual Basic to script Office).
I can acknowledge that to the extent edusig is about being a teachers' lounge where teachers compare notes about teaching Python to meet state-defined objectives to pass standardized tests, such discussions seem off-topic. But as I said before, if that is the concern, Java is really the answer (in the USA, based on AP credit as someone else mentioned; granted other countries will differ). Once we wander off that path of standardization, then lots of issues relating to values and priorities show up -- especially if, like me, you are interested in making new things related to Python and education.
--Paul Fernhout
I'm just speaking for the majority of list members who are tired of your and Kirby's (and it the past Arthur's) rants. I really don't care about arguments "proving" that the list charter is what you want it to be. Most people want it to be something else. Check the recent discussions. Almost nobody has spoken in defense of you or Kirby, many responded with an enthusiastic "+1" to my original proposal to ban politics. --Guido On 7/18/07, Paul D. Fernhout <pdfernhout@kurtz-fernhout.com> wrote:
Guido-
I've been on this list continuously since about the second day (2/3/2000) -- a little over seven years. I'll admit I was so turned off by Kirby's comments after my initial posts (on bringing good ideas from Squeak into Python, the technical topic I still like the most, and continue to work towards). I went into lurk mode for about five years, mostly until the issue of Python drawing from Squeak resurfaced from others. I've since come to appreciate Kirby's unique charm. :-)
Remember when you sent out this in your email of 2/2/2000 entitled: "Special Interest Group: Python in Education"? It read in part: "I don't have a fixed idea about what the charter of the SIG should be; I'd like to see discussion of CP4E, but also of other issues related to Python and education, and I'd like to include all levels of education (from grade school to college level as well as adult education), as long as people are interested in learning or teaching Python."
That can be read a lot of ways. If you intended something more specific you should have said so then.
Remember the start of very *first* reply by someone else (to the CCs, not to the list) and the related thread? The very first reply by someone else (not me) started with: "the only way you can succeed is to have choice in education and without competition, the current public education monopoly will crush you. they are just to paranoid about virtual classrooms and the nea and aft are like stalin in their efforts to block every and any attempt to do this in k to 18, ..." And went on from there.
And then the start of the *second* reply by someone else (also to the CCs and not to the list): "While I may not be quite as cynical as Mr. [Name omitted] I must admit that I have seen some of the attitudes that he describes. While one would think that you would find progressive "out front" thinkers in the field of education, unfortunately they seem to be the exception to the rule. Instead they are offen territorial, "politically" motivated and especially uncomfortable with change of any kind. They give lip service to "out of the box thinking" but rarely reward it."
Didn't those two initial replies to the CC list give you some inkling of what you were getting yourself into with CP4E? Or the whole reason why DARPA would think it was so essential as to be worth funding your proposal to solve a serious problem in the USA affecting the entire nation's security and prosperity? Or perhaps the world's security and prosperity, for that matter, in the face of a likely technological singularity? http://en.wikipedia.org/wiki/Technological_singularity
Look, if you suddenly pop up after five months of silence on this list to present an admitted "strawman" proposal (like you did) http://mail.python.org/pipermail/edu-sig/2007-July/008073.html which is to actually *change* the evolved character of the list (otherwise why the complaints from some who object to it as it is?) -- a strawman which anyone who had taken a course in society and technology would know takes an either naive or disingenuous position on politics and educational technology (like the two could ever be separated) -- then don't be surprised when you get replies like mine below which are responsive to that strawman. As I wrote below: "I think your analogy (and by extension Guido's strawman proposal) is flawed, because a key aspect of *design* is to see how values and priorities (which is the core of "politics") lead to new and interesting structures for software and content and hardware."
I'll readily agree that part of the tension, as between me and Kirby, is that I like to talk about (and develop towards) the part of the original CP4E goals http://www.python.org/doc/essays/cp4e.html related to a better system for programming in Python for novices (and experts), while a lot of other people here (if not most, including Kirby) like to talk about another part of those goals of a new curriculum, in the sense of how to use python-as-is in school-as-is. But I don't think that divide can be resolved by censorship. If it bothers people a lot, then there should be two lists (I'm not pushing that though as I think they cross-pollinate each other). Note that on CP4E the proposal reads: "These components come together in the scientific exploration of the role of programming in next generation computing environments." How can one discuss the role of programming in the future without talking either about the future or the political and technological context for such systems?
You've barely posted to this list in the last couple of years -- how much in touch with the list are you anymore? Is anybody flaming anyone here? Anyone threatening anyone here? With occasionally fallow periods, this list seems to keep moving right along -- sometimes great conversations, sometimes not. Kirby is like its heart beat, and I don't like seeing him censored. I for one also miss Art's insights; I didn't always agree with him, but he had many interesting things to say.
I'd like to draw everyone's attention back to the spinoff list which others started to have a narrower focus: http://groups.google.com/group/edupython Description: "Supporting the development of online resources and interactive tools to serve high school students, undergraduates, and hobbyists learning Python, and to assist teachers and instructors in reaching those audiences."
One comment by Michael T. on that list: http://mail.python.org/pipermail/edu-sig/2006-April/006278.html "There was general agreement among the attendees at the education BOF meeting at PyCon that a new list was necessary, so although my own presence is recent, my assertion was not unsupported. There has also been some discussion of dissatisfaction with the breadth of discussion here expressed since I have been following the list, notably including some strongly worded advice from Guido van Rossum recently."
Note the words "new list".
It seems to me you are trying to beat edusig into that new list (which is a bit ironic, as the new narrower list itself seems to be not very active in the past few months, especially compared to edusig). What's next, restricting discussion on educational "philosophy" as opposed to "politics"? That's another thing some people have complained about. And then after that? References to Squeak or DrScheme? Maybe comments on constructivism?
If you want a new list with a highly focused charter (can such a thing even be defined in this context?), with an explicit policy anyone posting something beyond that narrow charter will be booted from the list, then by all means, go for it, and give it your blessing. Changing edusig's policies and culture midstream through censorship threats or related intimidation seems ultimately counterproductive to me. As you suggest, your main concern is just on the hypothetical chance a strict rule might prevent possible future problems like some *unspecified* lists had in the past and which this one has not had (at least not to that degree, even if watching Art and Kirby wrestling with each other could get tiring sometimes. :-)
Having said that, I had pretty much moved back to lurk mode on the list (my previous last post was in April) before your strawman proposal anyway; I only started responding on this topic to defend Kirby. If you want to ban me for responding to a meta-discussion *you* started, then go ahead. :-) I'm certain we *both* have better things to do.
--Paul Fernhout
Guido van Rossum wrote:
Please stop arguing politics on the list NOW.
I don't want to start actually kicking people or posts off the list, but I will if it doesn't stop. This is simply not the platform for it. Find a different platform where this topic are welcome.
--Guido
On 7/18/07, Paul D. Fernhout <pdfernhout@kurtz-fernhout.com> wrote:
Still, I could essentially see Guido's point, because some conventional school staff who otherwise like Python may face issues posting to a list talking about the future of education (which may appear to threaten their job), so perhaps ultimately a solution would be to have one list for "python in mainstream education" and another list for "python for alternative or future education". Or how about one list on "educational politics" and one on python in education. Oh wait - there ARE already lists on educational politics... how about those who want to discuss that, go to those lists and discuss it there?! And use this list to specifically discuss python in education? I think your analogy (and by extension Guido's strawman proposal) is flawed, because a key aspect of *design* is to see how values and
Anna Ravenscroft wrote: priorities (which is the core of "politics") lead to new and interesting structures for software and content and hardware. In a Python CP4E context I see this as including any or all of: * changes to Python itself (e.g. "edit and continue" support in the core and in IDLE), or * new libraries for Python (e.g. PataPata), or * new application based on Python (e.g. constructivist educational simulations, including perhaps, though he might have disagreed, the late Arthur Siegel's PyGeo :-), or http://pygeo.sourceforge.net/index.html * new curricula or other smaller educational materials (e.g. the Shuttleworth Foundation's steps in that direction), or * even new hardware which is Python-powered (e.g. OLPC, or even Lego Mindstorms NXT robotics, which I just got two of and was yesterday looking up references to using Python to program).
To talk about creating such software or hardware or content without a sense of priorities and values would be analogous to going to an architect, asking them to design you a custom house and, and then saying, "well, you're an architect, just design us something, we are busy people and have no time to talk about values or priorities". Although I guess even there a clever architect would learn one thing about such people's values and priorities. :-)
For a personal example, to show these issues are not just talk, consider the literally person-months I spent building the PataPata experiment http://patapata.sourceforge.net/ to bring some Squeak-like constructivist ideas more directly into a Python-powered IDE, and which I discussed on this list. Maybe not a huge success, but a big investment of my limited time in the free Python realm and I learned a few things from it (including the importance of naming objects if you wished to share them, a departure from the "Self" prototype programming ideal using unnamed pointers to parent objects). http://patapata.sourceforge.net/critique.html Ultimately, PataPata was of very marginal interest here. Other people can talk about how Squeak has ideas that might work in Python, but when things got going, the talk was just talk. Ideally, from my point of view, people here would have discussed how these priorities and values of learned-centered technologies such as PataPata was a step towards could be translated into even more Python-related software, stuff beyond PataPata and even better. People could go beyond what I reference, and go beyond my own self critique, and as experienced educators suggest even better ideas for new technology related to Python (e.g. "the students are always saying if only we had X Y or Z for Python they'd be using it so much more for the things they want to do" -- like the reasons a homeschooled kid chose "DarkBasic" instead of Python, as mentioned on the Math Forum Kirby posts to). http://mathforum.org/kb/message.jspa?messageID=5812048&tstart=0
But that doesn't happen here much, in large part I'd speculate since most educators here are teachers, and the authoritarian context most teachers work in is unfortunately very limiting both as to free time and as to possible horizons, at least in the USA. Again, for example, consider my relative who could be fired if she installed Python on her classroom computer, and who would not have enough free time to go through the bureaucratic hoops to get Python installed district wide, let alone then have time to learn how to use it).
That all to me is tremendously disappointing, especially as: CP4E != CP4MainstreamSchools in my thinking (even if mainstream schools are part of "Everyone").
It's no big surprise the US military (of all US institutions including the Department of Education) initially funded CP4E, because, in the USA, historically the military has had the most difficulties dealing with lack of education among recruits, see for example: http://www.johntaylorgatto.com/chapters/3b.htm """Back in 1952 the Army quietly began hiring hundreds of psychologists to find out how 600,000 high school graduates had successfully faked illiteracy. Regna Wood sums up the episode this way: "After the psychologists told the officers that the graduates weren't faking, Defense Department administrators knew that something terrible had happened in grade school reading instruction. And they knew it had started in the thirties. Why they remained silent, no one knows. The switch back to reading instruction that worked for everyone should have been made then. But it wasn't.""""
Doesn't that sound a bit like future echoes of "Why Johnny Can't Code"? http://www.google.com/search?hl=en&q=Why+Johnny+Can%27t+Code http://www.salon.com/tech/feature/2006/09/14/basic/index_np.html http://news.com.com/Why+Johnny+cant+code/2010-1071_3-5596882.html http://developers.slashdot.org/article.pl?sid=06/09/14/0320238 It is another example of how, ironically, the US military is perhaps the only well supported large institution in the USA who, as with illiteracy, needs to wrestle with the consequences of US educational problems on a large scale. Gatto suggests, unlike the military, most of the other US institutions actually grow in power the more dysfunctional citizens are, so educational failure isn't a problem for them; illiterate graduates are paradoxically a great thing for, say, a department of education's budget -- justifying, in an unexamined way, more money to do more of the same.
People on this list (including Guido) sound disappointed in me for talking educational politics, but as I reflect on it, I am disappointed with people on this list for not helping more directly translate the values and priorities I reference into even more Python-related options for the future of most education. That future will IMHO emphasize learner-centered and learner-customized on-demand activities which empower the user to do amazing things either alone or as part of amazing ad hoc groups like a typical open source or free software projects, including Python. And that disappointment is even keener because I have little doubt the educators on the edusig list are generally some of the most progressive ones around (otherwise, people her would be on a Java list or teaching about using Visual Basic to script Office).
I can acknowledge that to the extent edusig is about being a teachers' lounge where teachers compare notes about teaching Python to meet state-defined objectives to pass standardized tests, such discussions seem off-topic. But as I said before, if that is the concern, Java is really the answer (in the USA, based on AP credit as someone else mentioned; granted other countries will differ). Once we wander off that path of standardization, then lots of issues relating to values and priorities show up -- especially if, like me, you are interested in making new things related to Python and education.
--Paul Fernhout
_______________________________________________ Edu-sig mailing list Edu-sig@python.org http://mail.python.org/mailman/listinfo/edu-sig
-- --Guido van Rossum (home page: http://www.python.org/~guido/)
Guido van Rossum wrote:
I'm just speaking for the majority of list members who are tired of your and Kirby's (and it the past Arthur's) rants. I really don't care about arguments "proving" that the list charter is what you want it to be. Most people want it to be something else. Check the recent discussions. Almost nobody has spoken in defense of you or Kirby, many responded with an enthusiastic "+1" to my original proposal to ban politics.
+1 (one more time... Hmmm... is this a place for a "while True:" loop? ;-) ) -- This time for sure! -Bullwinkle J. Moose ----------------------------- Vern Ceder, Director of Technology Canterbury School, 3210 Smith Road, Ft Wayne, IN 46804 vceder@canterburyschool.org; 260-436-0746; FAX: 260-436-5137
On 18-Jul-07, at 4:21 PM, Guido van Rossum wrote:
I'm just speaking for the majority of list members who are tired of your and Kirby's (and it the past Arthur's) rants. I really don't care about arguments "proving" that the list charter is what you want it to be. Most people want it to be something else. Check the recent discussions. Almost nobody has spoken in defense of you or Kirby, many responded with an enthusiastic "+1" to my original proposal to ban politics.
And while folks are threatening to dive into the archives to find justification for their ideological battles, keep an eye out for the many, many people who came to the list hoping to find help in using Python in their roles as teachers or students, only to get turned off by the often ugly tone of the discussions on this list. I've seen many postings of the "I've had enough, unsubscribing" variety over the years, and was on the verge of it myself when Guido chipped in with the "no more politics" suggestion/rule. I've tried to mediate between some of the arguments before, only to be told to fuck off (in those words) and mind my own business. So I've pretty much gone into lurk mode, because I don't need that kind of conflict in my life, thanks anyway. Even though I agree with most of what Paul F. and Kirby write here, and have a strong anti-school bias myself, this has never felt like the place for that type of rant. I don't see it as censorship to be asked to keep on topic for the list and not to drive off the very people the list is intended to serve. Back to the archives, could it be that Kirby (and Arthur when he was with us) were the engine of edu-sig because others had been driven off or into lurk mode? Not entirely, but I think there was a strong element of that. So, thank you Guido for speaking up. +1 --Dethe
Guido- The change to edusig's charter by you as BDFL seems to be a "fait accompli", so the redirect to meta-sig seems to be a waste of time, so I'm going to drop this topic after this last post (I need to get back to writing software in Python. :-) As closure, someone with more perspective on this discussion than I told me offlist they think it is *hilarious* that this sudden ban on political discussion on edusig has come about in proximal response to Kirby originally posting (in part): "In the USA, most schools erect an artificial wall between mathematics and any discipline involving computer programming. To question this wall is considered heresy. One is branded a radical for even calling attention to its existence. Instead of using the Python or any other kid-friendly language to develop ideas about rational and complex numbers, vectors, sets, primes versus composites, important algorithms of mathematics, our children are enslaved to a dark ages regime that permits only calculators, probably by Texas Instruments. Programming is considered irrelevant to mathematics learning. Open source software is scarcely whispered about. The use of Python or other programming languages is either strictly forbidden or strongly discouraged within primary and secondary school mathematics classes." We'll see how well censorship works here too. All the best. --Paul Fernhout "I just wake up in the morning and tell myself, 'There's been a military coup'. And then it all makes sense." -- a US State Department official http://www.guardian.co.uk/usa/story/0,12271,1045302,00.html Guido van Rossum wrote:
I'm just speaking for the majority of list members who are tired of your and Kirby's (and it the past Arthur's) rants. I really don't care about arguments "proving" that the list charter is what you want it to be. Most people want it to be something else. Check the recent discussions. Almost nobody has spoken in defense of you or Kirby, many responded with an enthusiastic "+1" to my original proposal to ban politics.
--Guido
On 7/18/07, Paul D. Fernhout <pdfernhout@kurtz-fernhout.com> wrote:
Guido-
I've been on this list continuously since about the second day (2/3/2000) -- a little over seven years. I'll admit I was so turned off by Kirby's comments after my initial posts (on bringing good ideas from Squeak into Python, the technical topic I still like the most, and continue to work towards). I went into lurk mode for about five years, mostly until the issue of Python drawing from Squeak resurfaced from others. I've since come to appreciate Kirby's unique charm. :-)
Remember when you sent out this in your email of 2/2/2000 entitled: "Special Interest Group: Python in Education"? It read in part: "I don't have a fixed idea about what the charter of the SIG should be; I'd like to see discussion of CP4E, but also of other issues related to Python and education, and I'd like to include all levels of education (from grade school to college level as well as adult education), as long as people are interested in learning or teaching Python."
That can be read a lot of ways. If you intended something more specific you should have said so then.
Remember the start of very *first* reply by someone else (to the CCs, not to the list) and the related thread? The very first reply by someone else (not me) started with: "the only way you can succeed is to have choice in education and without competition, the current public education monopoly will crush you. they are just to paranoid about virtual classrooms and the nea and aft are like stalin in their efforts to block every and any attempt to do this in k to 18, ..." And went on from there.
And then the start of the *second* reply by someone else (also to the CCs and not to the list): "While I may not be quite as cynical as Mr. [Name omitted] I must admit that I have seen some of the attitudes that he describes. While one would think that you would find progressive "out front" thinkers in the field of education, unfortunately they seem to be the exception to the rule. Instead they are offen territorial, "politically" motivated and especially uncomfortable with change of any kind. They give lip service to "out of the box thinking" but rarely reward it."
Didn't those two initial replies to the CC list give you some inkling of what you were getting yourself into with CP4E? Or the whole reason why DARPA would think it was so essential as to be worth funding your proposal to solve a serious problem in the USA affecting the entire nation's security and prosperity? Or perhaps the world's security and prosperity, for that matter, in the face of a likely technological singularity? http://en.wikipedia.org/wiki/Technological_singularity
Look, if you suddenly pop up after five months of silence on this list to present an admitted "strawman" proposal (like you did) http://mail.python.org/pipermail/edu-sig/2007-July/008073.html which is to actually *change* the evolved character of the list (otherwise why the complaints from some who object to it as it is?) -- a strawman which anyone who had taken a course in society and technology would know takes an either naive or disingenuous position on politics and educational technology (like the two could ever be separated) -- then don't be surprised when you get replies like mine below which are responsive to that strawman. As I wrote below: "I think your analogy (and by extension Guido's strawman proposal) is flawed, because a key aspect of *design* is to see how values and priorities (which is the core of "politics") lead to new and interesting structures for software and content and hardware."
I'll readily agree that part of the tension, as between me and Kirby, is that I like to talk about (and develop towards) the part of the original CP4E goals http://www.python.org/doc/essays/cp4e.html related to a better system for programming in Python for novices (and experts), while a lot of other people here (if not most, including Kirby) like to talk about another part of those goals of a new curriculum, in the sense of how to use python-as-is in school-as-is. But I don't think that divide can be resolved by censorship. If it bothers people a lot, then there should be two lists (I'm not pushing that though as I think they cross-pollinate each other). Note that on CP4E the proposal reads: "These components come together in the scientific exploration of the role of programming in next generation computing environments." How can one discuss the role of programming in the future without talking either about the future or the political and technological context for such systems?
You've barely posted to this list in the last couple of years -- how much in touch with the list are you anymore? Is anybody flaming anyone here? Anyone threatening anyone here? With occasionally fallow periods, this list seems to keep moving right along -- sometimes great conversations, sometimes not. Kirby is like its heart beat, and I don't like seeing him censored. I for one also miss Art's insights; I didn't always agree with him, but he had many interesting things to say.
I'd like to draw everyone's attention back to the spinoff list which others started to have a narrower focus: http://groups.google.com/group/edupython Description: "Supporting the development of online resources and interactive tools to serve high school students, undergraduates, and hobbyists learning Python, and to assist teachers and instructors in reaching those audiences."
One comment by Michael T. on that list: http://mail.python.org/pipermail/edu-sig/2006-April/006278.html "There was general agreement among the attendees at the education BOF meeting at PyCon that a new list was necessary, so although my own presence is recent, my assertion was not unsupported. There has also been some discussion of dissatisfaction with the breadth of discussion here expressed since I have been following the list, notably including some strongly worded advice from Guido van Rossum recently."
Note the words "new list".
It seems to me you are trying to beat edusig into that new list (which is a bit ironic, as the new narrower list itself seems to be not very active in the past few months, especially compared to edusig). What's next, restricting discussion on educational "philosophy" as opposed to "politics"? That's another thing some people have complained about. And then after that? References to Squeak or DrScheme? Maybe comments on constructivism?
If you want a new list with a highly focused charter (can such a thing even be defined in this context?), with an explicit policy anyone posting something beyond that narrow charter will be booted from the list, then by all means, go for it, and give it your blessing. Changing edusig's policies and culture midstream through censorship threats or related intimidation seems ultimately counterproductive to me. As you suggest, your main concern is just on the hypothetical chance a strict rule might prevent possible future problems like some *unspecified* lists had in the past and which this one has not had (at least not to that degree, even if watching Art and Kirby wrestling with each other could get tiring sometimes. :-)
Having said that, I had pretty much moved back to lurk mode on the list (my previous last post was in April) before your strawman proposal anyway; I only started responding on this topic to defend Kirby. If you want to ban me for responding to a meta-discussion *you* started, then go ahead. :-) I'm certain we *both* have better things to do.
--Paul Fernhout
Guido van Rossum wrote:
Please stop arguing politics on the list NOW.
I don't want to start actually kicking people or posts off the list, but I will if it doesn't stop. This is simply not the platform for it. Find a different platform where this topic are welcome.
--Guido
On 7/18/07, Paul D. Fernhout <pdfernhout@kurtz-fernhout.com> wrote:
Still, I could essentially see Guido's point, because some conventional school staff who otherwise like Python may face issues posting to a list talking about the future of education (which may appear to threaten their job), so perhaps ultimately a solution would be to have one list for "python in mainstream education" and another list for "python for alternative or future education". Or how about one list on "educational politics" and one on python in education. Oh wait - there ARE already lists on educational politics... how about those who want to discuss that, go to those lists and discuss it there?! And use this list to specifically discuss python in education? I think your analogy (and by extension Guido's strawman proposal) is flawed, because a key aspect of *design* is to see how values and
Anna Ravenscroft wrote: priorities (which is the core of "politics") lead to new and interesting structures for software and content and hardware. In a Python CP4E context I see this as including any or all of: * changes to Python itself (e.g. "edit and continue" support in the core and in IDLE), or * new libraries for Python (e.g. PataPata), or * new application based on Python (e.g. constructivist educational simulations, including perhaps, though he might have disagreed, the late Arthur Siegel's PyGeo :-), or http://pygeo.sourceforge.net/index.html * new curricula or other smaller educational materials (e.g. the Shuttleworth Foundation's steps in that direction), or * even new hardware which is Python-powered (e.g. OLPC, or even Lego Mindstorms NXT robotics, which I just got two of and was yesterday looking up references to using Python to program).
To talk about creating such software or hardware or content without a sense of priorities and values would be analogous to going to an architect, asking them to design you a custom house and, and then saying, "well, you're an architect, just design us something, we are busy people and have no time to talk about values or priorities". Although I guess even there a clever architect would learn one thing about such people's values and priorities. :-)
For a personal example, to show these issues are not just talk, consider the literally person-months I spent building the PataPata experiment http://patapata.sourceforge.net/ to bring some Squeak-like constructivist ideas more directly into a Python-powered IDE, and which I discussed on this list. Maybe not a huge success, but a big investment of my limited time in the free Python realm and I learned a few things from it (including the importance of naming objects if you wished to share them, a departure from the "Self" prototype programming ideal using unnamed pointers to parent objects). http://patapata.sourceforge.net/critique.html Ultimately, PataPata was of very marginal interest here. Other people can talk about how Squeak has ideas that might work in Python, but when things got going, the talk was just talk. Ideally, from my point of view, people here would have discussed how these priorities and values of learned-centered technologies such as PataPata was a step towards could be translated into even more Python-related software, stuff beyond PataPata and even better. People could go beyond what I reference, and go beyond my own self critique, and as experienced educators suggest even better ideas for new technology related to Python (e.g. "the students are always saying if only we had X Y or Z for Python they'd be using it so much more for the things they want to do" -- like the reasons a homeschooled kid chose "DarkBasic" instead of Python, as mentioned on the Math Forum Kirby posts to). http://mathforum.org/kb/message.jspa?messageID=5812048&tstart=0
But that doesn't happen here much, in large part I'd speculate since most educators here are teachers, and the authoritarian context most teachers work in is unfortunately very limiting both as to free time and as to possible horizons, at least in the USA. Again, for example, consider my relative who could be fired if she installed Python on her classroom computer, and who would not have enough free time to go through the bureaucratic hoops to get Python installed district wide, let alone then have time to learn how to use it).
That all to me is tremendously disappointing, especially as: CP4E != CP4MainstreamSchools in my thinking (even if mainstream schools are part of "Everyone").
It's no big surprise the US military (of all US institutions including the Department of Education) initially funded CP4E, because, in the USA, historically the military has had the most difficulties dealing with lack of education among recruits, see for example: http://www.johntaylorgatto.com/chapters/3b.htm """Back in 1952 the Army quietly began hiring hundreds of psychologists to find out how 600,000 high school graduates had successfully faked illiteracy. Regna Wood sums up the episode this way: "After the psychologists told the officers that the graduates weren't faking, Defense Department administrators knew that something terrible had happened in grade school reading instruction. And they knew it had started in the thirties. Why they remained silent, no one knows. The switch back to reading instruction that worked for everyone should have been made then. But it wasn't.""""
Doesn't that sound a bit like future echoes of "Why Johnny Can't Code"? http://www.google.com/search?hl=en&q=Why+Johnny+Can%27t+Code http://www.salon.com/tech/feature/2006/09/14/basic/index_np.html http://news.com.com/Why+Johnny+cant+code/2010-1071_3-5596882.html http://developers.slashdot.org/article.pl?sid=06/09/14/0320238 It is another example of how, ironically, the US military is perhaps the only well supported large institution in the USA who, as with illiteracy, needs to wrestle with the consequences of US educational problems on a large scale. Gatto suggests, unlike the military, most of the other US institutions actually grow in power the more dysfunctional citizens are, so educational failure isn't a problem for them; illiterate graduates are paradoxically a great thing for, say, a department of education's budget -- justifying, in an unexamined way, more money to do more of the same.
People on this list (including Guido) sound disappointed in me for talking educational politics, but as I reflect on it, I am disappointed with people on this list for not helping more directly translate the values and priorities I reference into even more Python-related options for the future of most education. That future will IMHO emphasize learner-centered and learner-customized on-demand activities which empower the user to do amazing things either alone or as part of amazing ad hoc groups like a typical open source or free software projects, including Python. And that disappointment is even keener because I have little doubt the educators on the edusig list are generally some of the most progressive ones around (otherwise, people her would be on a Java list or teaching about using Visual Basic to script Office).
I can acknowledge that to the extent edusig is about being a teachers' lounge where teachers compare notes about teaching Python to meet state-defined objectives to pass standardized tests, such discussions seem off-topic. But as I said before, if that is the concern, Java is really the answer (in the USA, based on AP credit as someone else mentioned; granted other countries will differ). Once we wander off that path of standardization, then lots of issues relating to values and priorities show up -- especially if, like me, you are interested in making new things related to Python and education.
--Paul Fernhout
Edu-sig mailing list Edu-sig@python.org http://mail.python.org/mailman/listinfo/edu-sig
On 7/19/07, Paul D. Fernhout <pdfernhout@kurtz-fernhout.com> wrote:
We'll see how well censorship works here too.
Equating what is happening here to censorship is a joke in itself.
All the best.
Good riddance. -- --Guido van Rossum (home page: http://www.python.org/~guido/)
I am mentioned in Paul Fernhout's posting. Per Guido's request to keep such matters off-list, my reply is on meta-sig. mt
Apparently meta-sig is moderated. I should say my reply will hopefully appear shortly on meta-sig. mt On 7/18/07, Michael Tobis <mtobis@gmail.com> wrote:
I am mentioned in Paul Fernhout's posting. Per Guido's request to keep such matters off-list, my reply is on meta-sig.
mt
participants (8)
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Anna Ravenscroft -
Dethe Elza -
Ernesto Costa -
Guido van Rossum -
kirby urner -
Michael Tobis -
Paul D. Fernhout -
Vern Ceder