The Media LaboratoryConnected Family第一家網上兒童英文雜 誌：Ma Ma Media這些主角就是 Seymour Papert
他的書Books
- Counter-free automata, 1971, ISBN 0-262-13076-9
- Perceptrons, (with Marvin Minsky), MIT Press, 1969 (Enlarged edition, 1988), ISBN 0-262-63111-3 這本我有
- Mindstorms: Children, Computers, and Powerful Ideas, 1980, ISBN 0-465-04674-6 讀過
- Papert, S. & Harel, I. (eds). (1991) Constructionism: research reports and essays 1985 - 1990 by the Epistemology and Learning Research Group, the Media Lab, Massachusetts Institute of Technology, Ablex Pub. Corp, Norwood, NJ.
- The Children's Machine: Rethinking School in the Age of the Computer, 1992, ISBN 0-465-01063-6
- The Connected Family: Bridging the Digital Generation Gap, 1996, ISBN 1-56352-335-3 台灣有譯本 稱為 WWW.新家庭
幾年前知道他在河內受傷 今天查網頁 似乎沒更新
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“Hard fun（困難，但有趣）”。這是數學家、成長心理學家 Seymour Papert 創造的詞匯。Papert是編程語言“LOGO”的開發者。據說，他打算制作一種能讓兒童們更深入地思考和解決問題的工 具，而創造了LOGO 語言……
希望以後能修正此篇Hard Fun的機器翻譯:
Hard Fun
By Seymour Papert
I have had a lot of flack from people who read this column (and other things I have written) as advocating taking the hard work and discipline out of learning. I don't blame them. I am a critic of the ways in which traditional school forces kids to learn and most attempts to introduce a more engaging, less coercive curriculum do indeed end up taking the guts out of the learning. But it is not fair to hold me guilty by association. My whole career in education has been devoted to finding kinds of work that will harness the passion of the learner to the hard work needed to master difficult material and acquire habits of self-discipline. But it is not easy to find the right language to explain how I think I am different from the "touchy feely ... make it fun make it easy" approaches to education.
By Seymour Papert由西摩爾派普特
I have had a lot of flack from people who read this column (and other things I have written) as advocating taking the hard work and discipline out of learning.我有很多弗拉克從人們誰讀這列（和其他的東西我已經 寫）為倡導以辛勤工作和紀律的學習效果。 I don't blame them.我不責怪他們。 I am a critic of the ways in which traditional school forces kids to learn and most attempts to introduce a more engaging, less coercive curriculum do indeed end up taking the guts out of the learning. 我是評論家的方法，使傳統的學校孩子們學習的力量和最試圖推出更具吸引力，那麼強制性的課程的確不得不服用的膽量出來的學 習。 But it is not fair to hold me guilty by association.但它是不公平的抱著我有罪協會。 My whole career in education has been devoted to finding kinds of work that will harness the passion of the learner to the hard work needed to master difficult material and acquire habits of self-discipline.我 的整個職業生涯中一直致力於教育尋找種工作，將利用激情的學習者的辛勤工作所需要掌握的材料，並獲得習慣難以自律。 But it is not easy to find the right language to explain how I think I am different from the "touchy feely ... make it fun make it easy" approaches to education.但它是不容易找到合適的語言來解釋我想我從不同的“敏感費利...使它可以輕鬆有趣”的 方法教育。
Way back in the mid-eighties a first grader gave me a nugget of language that helps.早在80年代中期第一次給了我一年級的語文，幫助金塊。 The Gardner Academy (an elementary school in an under-privileged neighborhood of San Jose, California) was one of the first schools to own enough computers for students to spend significant time with them every day.在加德納學院（一所小學在根據特權附近的聖何塞，加利福尼亞州）是一首學校擁有足夠的電腦供學生花費大量的時間與他們 的每一天。 Their introduction, for all grades, was learning to program, in the computer language Logo, at an appropriate level.他 們的介紹，對所有年級，正在學習編程，在計算機語言標誌，在適當的水平。 A teacher heard one child using these words to describe the computer work: "It's fun. It's hard. It's Logo."老師聽到一個孩子用這句話來描述計算機的工作：“這很有趣。這很 難。它的標誌。” I have no doubt that this kid called the work fun because it was hard rather than in spite of being hard.我毫不懷疑，這孩子叫工作的樂趣， 因為它是硬而不是儘管是辛苦。
Once I was alerted to the concept of "hard fun" I began listening for it and heard it over and over.有一次，我已知悉這個概念的“硬樂趣”我開始聽它，並聽取了一遍又一遍。 It is expressed in many different ways, all of which all boil down to the conclusion that everyone likes hard challenging things to do.它表現在 許多不同的方式，所有這些都歸結為這樣的結論：每個人都喜歡挑戰很難的事情要做。 But they have to be the right things matched to the individual and to the culture of the times.但他們必須是正確的事情相匹配的個人和文化的時代。 These rapidly changing times challenge educators to find areas of work that are hard in the right way: they must connect with the kids and also with the areas of knowledge, skills and (don't let us forget) ethic adults will need for the future world.這些快速變化的時代挑戰教育領域找到工作是很難以正確的方式：它們必須連 接，並與孩子們同領域的知識，技能和（不要讓我們忘記）倫理的成年人將需要為未來世界。
I have written here about adolescents in Maine's juvenile correctional facility overcoming their long standing aversion to any sort of school learning by being given the opportunity to invent and construct sophisticated mechanical/robotic devices.我已經寫在這裡對青少年在緬因州的少年教養設施克服 他們的長期反感的任何類型的學校學習的機會，給予發明和建造先進的機械 /機器設備。 Doing this requires concentration and discipline.這樣做，這需要集中和紀律。 It requires learning to deal with things going wrong by finding out how to fix the problem rather than by giving up in frustration.它需要學習如何面對 錯誤的東西要找出如何解決問題，而不是放棄在挫折。 And for some of those kids it has meant experiencing for the first time the pleasure of writing because they were encouraged to write about something they were doing themselves and doing with passion.而對於其中的一些孩子也意味著經歷了第一次寫作的樂趣，因為他們寫的東西，以鼓勵他們在做自己，做 了熱情。
The phrase "pleasure of writing" makes me pause.短 語“快樂寫作”讓我停下來。 At this very moment writing is not altogether pleasurable.在這個非常時刻寫作是不完全愉快。 The ticking of the clock telling me that the deadline is coming close frustrates me.在滴答作響的時鐘告訴我，即將結束的最後期限讓我感到沮喪。 I am stinging from the pain of having to throw out a whole paragraph because "it wasn't going to work" even though it had a phrase with which I had fallen in love.我從痛苦的刺痛不得不拋出一整段，因為“這是行不通的”，儘管它有一個短語，我已經愛上。 So maybe "pleasure" isn't quite the right word.因此，也許“快樂”是不是很恰當的詞。 Nor is "fun."也不是“好玩”。 We need a better word for it and maybe that first grader in San Jose provided the best one.我們需要一個更好的字眼，也許它是第一 年級在聖何塞提供最好的之一。 We are talking here about a special kind of fun ...我們這裡說的是一種特殊的樂趣 ... "hard fun." “硬的樂趣。”
How do we make writing become hard fun?我們如何讓寫作成為硬好玩嗎？ One way is to develop for kids "writable" activities that they love to do.一 種方法是開發孩子“寫”活動，他們喜歡做的事。 The building of robotic devices acquires "writability" because it lends itself to stage-by-stage description.機 器人裝置的建設取得“可寫”，因為它更傾向於使用階段由階段的描述。 Its writability is further enhanced by the use of word processors and digital cameras.它的可寫性，進一步增強了使用文字處理器和數碼相機。 But beyond technology there is the attitude in the learning culture.但 除了技術還有一個學習文化的態度。 An example of what I mean was brought up by a teacher who objected to the idea that children should be allowed to write about what they liked.一個例子說明我的意思是由老師提出反對誰的主意，兒童應允許他們喜歡寫什麼。 "When they go to work they'll have to do what they are told." “當他們去工作，他們將不得不做他們被告知”。 Therein lies a source of many kids' failure in reading.這裡存在一個源很多孩子在閱讀的失敗。 Of course we should teach children the skill of self-control needed to carry out orders.當然，我們應該教孩子的技巧自我控制所需執行命令。 But mixing up learning that skill with learning to write defeats both purposes.但混合起來學習與技能學習寫失敗兩種用途。
Way back in the mid-eighties a first grader gave me a nugget of language that helps. The Gardner Academy (an elementary school in an under-privileged neighborhood of San Jose, California) was one of the first schools to own enough computers for students to spend significant time with them every day. Their introduction, for all grades, was learning to program, in the computer language Logo, at an appropriate level. A teacher heard one child using these words to describe the computer work: "It's fun. It's hard. It's Logo." I have no doubt that this kid called the work fun because it was hard rather than in spite of being hard.
Once I was alerted to the concept of "hard fun" I began listening for it and heard it over and over. It is expressed in many different ways, all of which all boil down to the conclusion that everyone likes hard challenging things to do. But they have to be the right things matched to the individual and to the culture of the times. These rapidly changing times challenge educators to find areas of work that are hard in the right way: they must connect with the kids and also with the areas of knowledge, skills and (don't let us forget) ethic adults will need for the future world.
I have written here about adolescents in Maine's juvenile correctional facility overcoming their long standing aversion to any sort of school learning by being given the opportunity to invent and construct sophisticated mechanical/robotic devices. Doing this requires concentration and discipline. It requires learning to deal with things going wrong by finding out how to fix the problem rather than by giving up in frustration. And for some of those kids it has meant experiencing for the first time the pleasure of writing because they were encouraged to write about something they were doing themselves and doing with passion.
The phrase "pleasure of writing" makes me pause. At this very moment writing is not altogether pleasurable. The ticking of the clock telling me that the deadline is coming close frustrates me. I am stinging from the pain of having to throw out a whole paragraph because "it wasn't going to work" even though it had a phrase with which I had fallen in love. So maybe "pleasure" isn't quite the right word. Nor is "fun." We need a better word for it and maybe that first grader in San Jose provided the best one. We are talking here about a special kind of fun ... "hard fun."
How do we make writing become hard fun? One way is to develop for kids "writable" activities that they love to do. The building of robotic devices acquires "writability" because it lends itself to stage-by-stage description. Its writability is further enhanced by the use of word processors and digital cameras. But beyond technology there is the attitude in the learning culture. An example of what I mean was brought up by a teacher who objected to the idea that children should be allowed to write about what they liked. "When they go to work they'll have to do what they are told." Therein lies a source of many kids' failure in reading. Of course we should teach children the skill of self-control needed to carry out orders. But mixing up learning that skill with learning to write defeats both purposes.
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