For about a month ago, I asked as a curious outsider, if kids were actually hacking sugar. This question is in the same ball-part. I’m trying to understand Sugar-FOSS and the philosophy of debugging and the child’s role in this process. As I understand it, the term ‘Free’ in FOSS means both free of cost (mostly –always??), and free as in learners are “in charge of their educational environment” (Mako Hill, 29.04.08). Or as stated on Sugar Labs: “What are the benefits of using Sugar? - An emphasis on learning through doing and * debugging*: more engaged learners are able to tackle authentic problems” (sugarlabs.org). It doesn’t take long to see Seymour Papert in all this.
*I’m wondering: * If a child as the learner is in charge of the learning environment, shouldn’t it be essential that the child is doing the debugging (…in collaboration with others – students, teachers etc.)? In my search for bugging/debugging in Sugar I found the ‘BugSquard/Bugreport’ on wiki.sugarlabs and it says: “If you're using Sugar on a Stick<http://wiki.sugarlabs.org/go/Sugar_on_a_Stick>or another distribution of Sugar <http://wiki.sugarlabs.org/go/Supported_systems> and find something specific you think could be improved—maybe something isn't working the way you think it should work, or you have an idea for how something could be better—you can file a *ticket. * A ticket is a way for anyone to suggest to the software or project developers that *they should work* on something […]". “[The tickets]” is the *most* important part—because reading the title of a ticket *is how a developer decides* if he or she is going to work on it”. I thought it was the child/sugar-user that should *decide on working on bugs/improvements*. As Papert says on debugging: “Errors benefit us because they lead us to study what happen, to understand what went wrong, and, through understanding, to fix it” (Mindstorms - 1980 (1993): 114), which is essential for learning learning. I have trouble seeing the correspondence between the child/sugar-user taking charge, debugging in Sugar-FOSS as a computational environment and a distant Sugar-developer deciding on debugging or making improvements. To me the ticket doesn’t look like the child is taking charge. I have 4 assumptions about this: 1. The BugSquard doesn’t mean that the sugar-user/child can’t be in charge and taking control and doing own improvements and bug-fixing in Sugar-FOSS- environment. If a child wants to release Sugar 6.1 then by all means. The BugSquard is just there to help and assist the child/sugar-user who doesn’t have the technical know-how to do improvements. 2. Not everyone can release Sugar 6.1, 6.2 etc. That’s the mission of the Development Team. They… “build and maintain the core Sugar environment. This includes specifying and implementing new features in conjunction with the Design Team<http://wiki.sugarlabs.org/go/Design_Team>, fixing bugs as they are found by the Testing team and the Sugar community […]” (wiki.sugarlabs.org.). 3. Debugging and improving Sugar-OS is different from debugging and programming as a learning-process *in* a Sugar-activity like “Turtle Blocks”, which is the reason why.. 4. …it is possible to run Sugar-activities on Windows. It’s not possible to debug, improve, program and hack Windows (not legally anyway). But you can still debug and program Turtle as a Sugar-activity that runs on Windows. If I’m right about assumption 2,3,4 then children doesn’t benefit from Sugar as a FOSS. That’s mainly for Sugar-developers and the benefit of changing and reshaping Sugar for specific cultural needs i.e. languages, national curriculum-adaptation etc., a top-down-proces in a specific cultural context, that exclude children’s points of view. more like a 'cultural empowerment'. Last assumption: 5. Children benefits from Sugar because it’s a specific designed learning environment, but children (most of them) couldn’t care less about FOSS, and they are not in charge of the FOSS-environment. They are in charge of the progamming and debugging Turtle not the Sugar-activity itself, Just some thoughts and reflections Please leave a comment or fill in some missing links. Regards Soren Student in educational anthropology at Denmark
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