Mindstorms: Children, Computers and Powerful Ideas
Our philosophy, both implicit and explicit, tries to avoid the two common traps: commitment to technological inevitability and commitment to strategies of incremental change. The technology itself will not draw us forward in any direction I can believe in either educationally or socially. The price of the education community's reactive posture will be educational mediocrity and social rigidity. And experimenting with incremental changes will not even put us in a position to understand where the technology is leading.
My own philosophy is revolutionary rather than reformist in its concept of change. But the revolution I envision is of ideas, not of technology. It consists of new understandings of specific subject domains and in new understandings of the process of learning itself. It consists of a new and much more ambitious setting of the sights of educational aspiration.