Thanks Alan. I'm quite satisfied with this response and I agree with
the priorities!

On 3/9/07, Alan Kay <[EMAIL PROTECTED]> wrote:

 Guido knows that I've been advocating that the Python folks should do Etoys
or a very Etoys like environment in Python (and that the rest of the OLPC be
given an objectification and media and scripting integration that is Etoys
like).

 However, there are simply zillions of things left to be done everywhere for
OLPC so the first round of SW on the XO will be more of a gathering of
"suggestive" features and abilities (of which Etoys is just one). That seems
fine to me.

 Viewpoints Research (our little non-profit) doesn't have any "ego or
identity" staked around whether the children's authoring environment is
Python based or Squeak based. I have said many times that, if the general
integrative base of XO is to be Python, then the Etoys-like authoring should
be based in Python also.

 However, I will personally fight to the death to make sure that there is a
children's authoring environment that allows even young children to do
simulation style programming with very rich media objects.

 For now, that is Etoys. It could be a suitable object-oriented Logo with
media objects (this is essentially what Etoys is). It could be some better
design (let's do one). The base could be Javascript (if implemented on top
of an integrated environment of sufficient power), Python (ditto), Ruby
(ditto), etc. Whatever it is, it has to be above high thresholds, not a hack
or a gesture.

 Besides the programming the children use to learn important ideas in math
and science, they also need to be able to see how their own computer world
is structured by being able to "pop the hood" on practically everything they
use. Perhaps it is OK for high school children to see the current code (but
I don't think so). I think there needs to be a wrapping on the entire set of
facilities that uses the same conventions that 9 year olds do their own
programming in. Again, if it is to be Python, then it needs to be crafted a
bit for younger children. E.g. Etoys allows easy unlimited parallel tasking,
and this is very important for children's programming. Etc.

 There are many good things that can be done here. We live in a computing
world in which there is a tremendous amount of identification between many
programmers and the tools they use -- so strong that it resembles religious
fervor. From my view, ALL of the system have such flaws that we are better
off being critical of all of them and try to use the best ideas from
everywhere.

 If "Children First!" is really the goal here, then we must spend most of
our energies trying to make the childrens' environments more conducive to
creative learning of powerful ideas.

 Cheers,

 Alan


 At 02:52 AM 3/9/2007, MBurns wrote:

On 3/8/07, no body <[EMAIL PROTECTED]> wrote:

>Isn't the mere presence of eToys on the XO a complete anathema to the
 sugar philosophy?

 As the XO is about education and etoys is the only software on the OLPC
that
 actually has any relation to education the above is a somewhat confusing
 statement. But maybe I misunderstood and the XO is really about Python...
 I think the quote is referencing something else (though I may
misunderstand).

 The eToys environment is a self-contained world of development. One
 that exists within the Sguar world of development. Programs, projects,
 source code and objects written in that eToys world do not exist
 outside in the Sugar world. You can write a sugar Activity or an eToys
 bundle, and, as we have seen in the gaming realm, they can often
 accomplish the same end goal.

 Now this may or may not be an issue to people(OLPC devs, students,
 teacers), they may or may not care, but it is an interesting 'world
 inside a world' for this transparent learning machine we are
 developing.

 --
 Michael Burns * Security Student
 NET * Oregon State University
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