Big Think Interview With Nicholas Negroponte | Big Think

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Big Think Interview With Nicholas Negroponte New videos DAILY: https://bigth.ink/youtube Join Big Think Edge for exclusive videos: https://bigth.ink/Edge ---------------------------------------------------------------------------------- Nicholas Negroponte: Nicholas Negroponte is the co-founder (with Jerome B. Wiesner) of the MIT Media Lab (1985), which he directed for its first 20 years. A graduate of MIT, Negroponte was a pioneer in the field of computer-aided design and has been a member of the MIT faculty since 1966. He gave the first TED talk in 1984, as well as 13 since. He is author of the 1995 best seller, Being Digital, which has been translated into more than 40 languages. In 2005 he founded the non-profit One Laptop per Child, which deployed $1 billion of laptops for primary education in the developing world. In the private sector, Negroponte served on the board of directors of Motorola (for 15 years) and was general partner in a venture capital firm specializing in digital technologies for information and entertainment. He has personally provided start-up funds for more than 40 companies, including Zagats and Wired magazine. ---------------------------------------------------------------------------------- TRANSCRIPT: Question: How did One Laptop Per Child get started? Nicholas Negroponte: Well, One Laptop Per Child is based on the theories of constructionism and those were founded originally by Jean Piaget in Geneva and more contemporaneously with us, at least, by a man named Seymour Papert who was also at MIT. Seymour made an observation in 1968 that was very simple, but very profound, and that is, if a child writes a computer program, that child is engaged in the closest approximation we can come to thinking about thinking. And what is sort of even more important, is that when you write a computer program, it never works the first time, so you have to go through a stage called debugging. The process of debugging, going an correcting the program and then looking at the behavior, and then correcting it again, and finally iteratively getting it to a working program, is in fact, very close to learning about learning. And what Seymour observed back in the late '60's, and early '70's, was that we didn't really teach thinking, we taught subjects and that we went through school learning particular bodies of knowledge, but we never learned learning itself. And that was the real influence for One Laptop Per Child because, in the '70's, we started to work with computers with children in New York and other places and very poor districts. This wasn't just in fancy private schools. Then in the early '80's, we were doing this in Africa and Asia and South America in very remote, rural parts of the world. That was the beginning and it all started with constructionism. It started with learning learning and children being active agents in their own education. Question: How did you design a laptop specially tailored to children’s needs? Nicholas Negroponte: Well, the laptop is designed to be child-centric in a number of very important ways. First of all, there are some simple properties because when we say child, we mean six to 12 years old. We really mean primary education. And as soon as you have that age group, you have to make it pretty indestructible, you've got to be able to drop it from six or seven feet; it's going to be stepped on, it's going to be carried in the rain, and so, it gets subjected to treatment that's more like military equipment than it is office equipment. So, that's one aspect of it, which is a bit mundane, but is certainly true. Another aspect is, you want it to work in the sunlight. When kids are outdoors, you want them to be able to read books on it, you want them -- it doesn't mean they have to be in the baking sun, but your laptop and my laptop really don't work outdoors because the screen technology just is not reflective screen, it is transmitted and it gets washed out very easily, so we had to do some again very pragmatic things; make the display, what we call a dual mode that it works both reflective and transmissive. And then there are other aspects of it that have more to do with the emphasis on collaboration, so these laptops talked to the neighboring laptops. And so there are these cute little ears on them that are the antennas for WiFi, but they are also antennas that if you had a room full, or a neighborhood full of let's say 50 laptops, each one could talk to the other and they can actually relay messages. So, you could sort of daisy-chain to connect all of these laptops together. Read the full transcript at https://bigthink.com/people/nicholasnegroponte/