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Making Citizens of the Information Age: a Comparative Study of the First Making citizens of the information age : a comparative study of the first computer literacy programs for children in the United States, France, and th Margarita Boenig-Liptsin To cite this version: Margarita Boenig-Liptsin. Making citizens of the information age : a comparative study of the first computer literacy programs for children in the United States, France, and th. Philosophy. Université Panthéon-Sorbonne - Paris I, 2015. English. NNT : 2015PA010552. tel-01793421 HAL Id: tel-01793421 https://tel.archives-ouvertes.fr/tel-01793421 Submitted on 16 May 2018 HAL is a multi-disciplinary open access L’archive ouverte pluridisciplinaire HAL, est archive for the deposit and dissemination of sci- destinée au dépôt et à la diffusion de documents entific research documents, whether they are pub- scientifiques de niveau recherche, publiés ou non, lished or not. The documents may come from émanant des établissements d’enseignement et de teaching and research institutions in France or recherche français ou étrangers, des laboratoires abroad, or from public or private research centers. publics ou privés. Making Citizens of the Information Age: A comparative study of the first computer literacy programs for children in the United States, France, and the Soviet Union, 1970-1990 A dissertation presented by Margarita Boenig-Liptsin to The Department of History of Science in partial fulfillment of the requirements for the degree of Doctor of Philosophy in the subject of History of Science Harvard University Cambridge, Massachusetts and to Département de Philosophie pour obtenir le grade de Docteur dans la discipline de Philosophie Université Paris 1 – Panthèon-Sorbonne U.F.R. Philosophie August 2015 Defended publicly on November 16, 2015 Dissertation committee and members of the jury: Prof. Sheila Jasanoff, John F. Kennedy School of Government, Harvard University Prof. Rebecca Lemov, History of Science, Harvard University Prof. Bernadette Bensaude-Vincent, Département de Philosophie, Université Paris 1 – Panthèon-Sorbonne © 2015 Margarita Boenig-Liptsin All rights reserved. iii Directeurs de thèse: Professeur Sheila Jasanoff, Harvard University Professeur Bernadette Bensaude-Vincent, Université Paris 1 Margarita Boenig-Liptsin Façonner des citoyens à l’Âge de l'information Une étude comparative des premiers programmes de formation en informatique pour enfants aux États-Unis, en France, et en Union Soviétique (1970-1990) RESUMÉ Cette thèse examine la formation des citoyens à l'Âge de l'information en comparant les visions et les pratiques d’alphabétisation et d’enseignement de la culture informatique aux enfants et à le grand public aux États-Unis, en France, et en Union Soviétique. Les programmes d'alphabétisation et d'acculturation informatique ont été lancés dans ces trois pays dans les années 1970 avec pour objectif l'adaptation des individus à la vie dans la société informatisée telle qu'elle était envisagée par les savants, penseurs et praticiens dans chaque contexte culturel et sociopolitique. La thèse porte sur les idées et influences de trois personnes qui ont joué des rôles importants dans la promotion des initiatives d'éducation en informatique dans chacun des pays étudiés: Seymour Papert aux États-Unis, Jean-Jacques Servan-Schreiber en France, et Andrei Ershov en Union Soviétique. Selon ces pionniers, devenir alphabétisé ou cultivé en informatique signifiait plus qu’acquérir des compétences vis-à-vis de l’ordinateur ou bien apprendre à être un utilisateur passif de l'micro-ordinateur. Chaque pionnier envisageait une façon distincte d’incorporer la machine dans la manière de penser et d'être des individus--comme une augmentation cognitive aux États-Unis, comme une culture en France, ou bien comme une partenaire dans l'Union Soviétique. Les hybrides hommes- iv ordinateurs en résultant exigeaient tous une relation ludique à l'ordinateur personnel conçue comme un espace libre, non structurée et propice à l’exploration créatrice. Dans cette étude, je trace la réalisation de ces hybrides hommes-ordinateurs à partir de leur origines dans les visions des quelques pionniers, de leur incorporation dans le matériel, les logiciels, et les programmes éducatifs, de leur développement dans les expériences locales avec les enfants et les communautés, et, enfin dans leur mise en œuvre à l'échelle de la nation. Dans ce processus d'extension, les visions des pionniers se heurtent à de puissants imaginaires sociotechniques (sociotechnical imaginaries) de l'état. Je montre alors pour chaque cas, comment, suite à la confrontation avec ces imaginaires, les visions des pionniers ne sont pas pleinement réalisées. En conclusion, je propose une lecture de la manière dont les imaginaires du vingtième siècle de citoyens alphabétisés ou cultivés en informatique s’étendent au-delà de leurs points d'origine et se connectent à des aspects contemporains de la constitution des humains dans un monde informatisé. v Dissertation Advisor: Professor Sheila Jasanoff Margarita Boenig-Liptsin Making Citizens of the Information Age: A comparative study of the first computer literacy programs for children in the United States, France, and the Soviet Union, 1970-1990 ABSTRACT In this dissertation I trace the formation of citizens of the information age by comparing visions and practices to make children and the general public computer literate or cultured in the United States, France, and the Soviet Union. Computer literacy and computer culture programs in these three countries began in the early 1970s as efforts to adapt people to life in the information society as it was envisioned by scholars, thinkers, and practitioners in each cultural and sociopolitical context. The dissertation focuses on the ideas and influence of three individuals who played formative roles in propelling computer education initiatives in each country: Seymour Papert in the United States, Jean-Jacques Servan-Schreiber in France, and Andrei Ershov in the Soviet Union. According to these pioneers, to become computer literate or computer cultured meant more than developing computer skills or learning how to passively use the personal computer. Each envisioned a distinctive way of incorporating the machine into the individual human’s ways of thinking and being—as a cognitive enhancement in the United States, as a culture in France, and as a partner in the Soviet Union. The resulting human-computer hybrids all demanded what I call a playful relationship to the personal computer, that is, a domain of free and unstructured, exploratory creativity. I trace the realization of these human-computer hybrids from their origins in the visions of a few pioneers to their embedding in particular hardware, software, and educational curricula, vi through to their development in localized experiments with children and communities, and finally to their implementation at the scale of the nation. In that process of extension, pioneering visions bumped up against powerful sociotechnical imaginaries of the nation state in each country, and I show how, as a result of that clash, in each national case the visions of the pioneers failed to be fully realized. In conclusion, I suggest ways in which the twentieth-century imaginaries of the computer literate citizen extend beyond their points of origin and connect to aspects of the contemporary constitutions of humans in the computerized world. vii Table of Contents Acknowledgements ............................................................................................... x Chapter 1: C is for Computer .............................................................................. 1 Imagining the computer literate citizen around the world ..................................... 20 Unlocking the human with the computer ................................................................. 31 Chapter 2: Building the Computer Literate Nation ........................................ 38 Imagining information societies ................................................................................. 41 United States – An age of anxiety ............................................................................ 44 France – A prepared evolution ................................................................................. 53 Soviet Union – The tame information volcano ......................................................... 60 Adapting to information societies .............................................................................. 65 United States – Computer Literacy ........................................................................... 66 France – Culture informatique .................................................................................. 75 Soviet Union – Second literacy .............................................................................. 103 Comparing Information Societies and Strategies of Adaptation .......................... 114 Chapter 3: Entrepreneurs of the Mind ........................................................... 118 Seymour Papert ......................................................................................................... 120 Papert and Jean Piaget ............................................................................................ 121 LOGO – A children's computer language .............................................................. 126 From literacy to fluency .......................................................................................... 131 Growing LOGO at MIT – “A totally different learning
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