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Boenig-Liptsin / Entrepreneurs of the Mind / 1 Citizen's Mind

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Boenig-Liptsin / Entrepreneurs of the Mind / 1 Citizen's Mind Margo Boenig-Liptsin SIGCIS Workshop, November 9, 2014 Work in !rogress Session "orking draft – please do not cite (ear SIGCIS Workshop !articipants) *hank you $or reading this partial draft of one of my dissertation 'hapters) I-m submitting to your review a draft of a 'hapter $rom the mi##&e of my dissertation, therefore to contextualize the "riting that you "i&& be reading, I inc&ude be&ow an abstract of my "hole dissertation project and a chapter out&ine. 2s you "i&& see, this early draft of Chapter 2 is based primari&y on empirical research of my three national cases1 I haven't yet integrated into it any secondary &iterature. I "ould be very gratef,& $or your suggestions of re$erences that you $eel "ould be interesting $or me to incorporate/refect upon, especial&y $rom the &iterature on the history of computing, given the topi's that I am exploring in this chapter or in the dissertation as a "hole. *his early draft is also missing complete $ootnotes—they are current&y 0ust notes $or mysel$ and references that I need to tidy up. I-m gratef,& $or al& of your comments, "hich "i&& no doubt make the next #raft of this signifcant&y better) Best "ishes, Margo (issertation abstract Making the Citi/en of the Information 2ge7 2 comparative study of computer &iteracy programs $or 'hi&dren, 1960s-1990s My dissertation is a comparative history of the frst computer &iteracy programs $or chi&dren. *he project examines how programs to introduce 'hi&dren to computers in the 9nited States, :rance, and the Soviet 9nion $rom the 1960s to 1990s embodied political, epistemic, and moral debates about the kind of citi/en required $or &i$e in the 21st century. I analyze historic archival material and personal interviews using the Science and *echnology Studies <STS) method of 'ross-national 'omparison and the $rame"ork of coproduction in order to show computer &iteracy programs to be sites in "hich key epistemic and normative debates of the second hal$ of the 20th '1 play out1 *he designers of computer &iteracy programs identifed 'omputer &iteracy both as a set of practi'al ski&&s necessary $or &i$e in the information age and as a $ormative practice $or disciplining a Boenig-Liptsin / Entrepreneurs of the Mind / 1 'itizen's mind. Debates about "hat it means to be and how to become computer &iterate entai&ed 'ommitments to "hat it meant to think "el& and be a $,&& human being and "ere $ramed in the rhetori' of citizenship. Such debates incl,#ed, $or instance, "hether to $ocus on the teaching of typing and programming ski&&s or on algorithmi' "ays of thinking and "hether to use ready-made soft"are to de&iver content or &et students p&ay "ith an open-ended soft"are environment1 (espite "ide agreement that computer &iteracy could be a solution to economic and educational problems $acing the three countries, there "as no one such thing as "computer &iteracy." *he actors di?ered on the methods they "ould use and in their opinions about "hat kinds of know&edge and ski&&s that "ere important to $oster. *o ground the st,dy I $ocus on a $ew representative pioneers $rom the three 'ountries and their respective programs7 Seymour !apert and !atrick Suppes in the 9S, @acques !erriault and @ean-@acques Servan-Schreiber in :ran'e, and 2ndrei Arshov in the Soviet 9nion. *hese individuals and their col&eagues "ere the most infuential and distinct set of actors developing 'omputers in education in the three countries1 I show the complexity and nuances of #isagreement among these pioneers, especial&y in a time of Cold War, economi' troubles, and educational upheavals1 2t the same time, I demonstrate how they struggled "ith the same $undamental question about the ideal $orm of the $uture citizen in relation to the growing role of the 'omputer in pub&ic &i$e. Chapter out&ine: Ch. 0: Introduction *his chapter situates my study in re&ation to the historiography of personal 'omputing and introduces the concepts of citi/enship and subjectivity that I explore in the dissertation. It also &ays out my 'omparative, cross-national methodology and "hy I have 'hosen this to $rame my topi'1 Ch. 1: Bui&ding the Literate Nation *he goal of this chapter is to situate the national computer &iteracy projects in the context of the history of computing and the socio-political aspirations and concerns of the 9nited States, :rance, and Soviet 9nion in the 1960s - 1980s1 Specifcal&y, I "i&& examine how computer &iteracy became part of the three countriesC national education programs1 Dow did the idea of integrating 'omputers into publi' education systems arise in the three countries? What "ere the technical and socio-political developments that computer &iteracy programs relied upon and, in turn, he&ped shape? What did governments and program &eaders think "as at stake in computer &iteracy programsE 2 $ocus on the relationship bet"een traditional &iteracy and computer &iteracy in the three sets of programs that I am examining "i&& serve as a uni$ying thread through this chapter. Ch. 2: Antreprene,rs of the Mind *he personalities and backgrounds of the $our indivi#ual &eaders of these programs is an indispensable part of the programsC design and implementation. In this chapter, I "i&& $ocus on the biographies of the program &eaders in each country in an efort to ,nderstand how they became advocates $or the computer in the '&assroom1 :or this purpose, I "i&& examine the personal and academic "ritings of !apert, BaudF, Servan-Schreiber, and Arshov in order to understand how they balanced their private interests in promoting computer education $or chi&dren "ith publi' concerns of nation-bui&ding and national economi' competitiveness1 :or example, !apert and Arshov shared in 'ommon their mathematical background, proximity to computer scientists, and interest in computer Boenig-Liptsin / Entrepreneurs of the Mind / 2 programming &anguages in re&ation to human &anguages1 Servan-Schreiber, on the other hand, "as not a mathematician but a 0ournalist and politician. Dow did their social and professional backgrounds infuence their i#eas about computer education? Where did they draw their inspiration $rom, and "hat <$oreign) models did they seek most to em,&ate? What "as the role of these individual-entrepreneurs vis-a-vis the role of the state in education? More specifcal&y, did they defne state policy or attempt to act outside of the state system? Dow did their private contacts in the computer education feld relate to the relationships among their respective states <in parti',&ar, to Cold War ideologies=E *he methodologi'al &ens $or this chapter "i&& be Hselves,I "hich refers both to the sub0ectivity of the program &eaders and that of the computer &iterate public they "ere trying to bui&d through their programs1 I "i&& ans"er the questions above by $ocusing on the coproduction of theories of human nature and the study of human <chi&#= &earning "ith the development of the computer <hardware and soft"are=, the 2I "ork on machine &earning, and the emergen'e of computer science as a discipline. Ch. J7 Computers in the C&assroom In this chapter I "i&& $ocus on the design and imp&ementation of the $our pioneering computer &iteracy programs "ithin their parti',&ar institutional contexts7 those advocated by !apert <9S), Baude <:rance), Servan-Schreiber <:rance=, and Arshov <9SSR)1 2s part of this chapter, I "i&& examine the signi6'ance of the di?erent types of institutional structures that the programs "ere part of, i1e., MI* and National Science :oundation in the 9nited States, A!I and CMI in :rance, Novosibirsk 2kademgorodok in Soviet 9nion. Luestions I "ould &ike to address in this chapter include: Dow "ere the computer &iteracy programs conceived and organized "ithin the institutions they "ere af&iated "ith, and "hat did those af&iations impl+E What hardware and soft"are did they use? What developmental stages of chi&dren did they target? What psychological <e.g. !iagetCs constructivism= or phi&osophical theories did they re&y upon? What "as the relationship of the structure and content of programs to the socio-political and technical 'ontexts in "hich they "ere designed? Dow &ong did they &ast and "hat "ere their perceived successes and $ai&uresE My methodological &ens $or this chapter "i&& be Hbodies,I or the "ay in "hich the programs adopted parti',&ar understanding of the body/senses/haptics <i1e., human-computer interactions= $or &earning and as part of being human, and how they began to naturalize certain practices of body movement and thought in gendered "ays1 *his "i&& include attention to the kinds of physical spaces/arrangements that the program &eaders believed computer e#,'ation required to be success$,& and "hich education "ould help to promote1 I "i&& show how these spatial arrangements and bodi&y practi'es imply, refect and try to stabi&i/e parti',&ar social orders <teacher/student relationships, human beings in the "orkforce/as human resources=1 Ch. 7 *he Chi&d, the Computer, and the Col&ective In this chapter I "i&& compare the di?erent socio-',&tural attitudes toward 'hi&dren as knowing and &earning agents in the three ',&tures that underlie the computer &iteracy programs in the three 'ountries1 *he "ritings of !apert, Baude, Servan-Schreiber, and Arshov echo the vision of 'hi&dren in modern societies as the bearers of the $uture and the hope of a better "orld to come1 St,#+ing how and $or "hat reasons the 'omputer &iteracy programs $ocused on chi&dren can reveal underlying attitudes towards each nation’s socio-technical $uture and the nature of a polit+-s responsibi&ity to this $uture.
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