Lou Talman writes: >Have we the right *not* tell them what their predecessors, >inclucing minds
>well-versed in their areas of study, have thought important?
The problem, of course, is in sorting through the many topics that people over the years have thought "important" and deciding which ones should be covered and which ones omitted completely, and which ones fall in between when one only has a limited amount of time to cover a nearly infinite amount of material. This, I think, illustrates Papert's point about the need for constructionist learning. "Importance" is relevant, and while most school curricula set a general guideline of "importance", within that the students need as much opportunity as possible to sift through the material and make their own decisions. That's why I think independent projects like the ones Steve recommends are important. Teachers cannot make all the decisions and expect the students to participate fully in the learning process. How besides discussions and independent projects can we get students involved in composing their own learning experiences within the general guidelines we as teachers must set?--Andrea Hall