One can take two approaches to renovating School -- or indeed anything else. The problem-solving approach identifies the many problems that afflict individual schools and tries to solve them. A systemic approach requires one to step back from the immediate problems and develop an understanding of how the whole thing works. Educators faced with day-to-day operation of schools are forced by circumstances to rely on problem solving for local fixes. They do not have time for "big ideas." This essay offers a big idea in a reflexive way: the most neglected big idea is the very idea of bigness of ideas. In brief, when ideas go to school they lose their power, thus creating a challenge for those who would improve learning to find ways to re-empower them. This need not be so. What I am suggesting here is a program of idea work for educators. Of course it is harder to think about ideas than to bring a programming language into a classroom. You have to mess with actual ideas. But this is the kind of hard that will make teaching more interesting, just as idea work will do this for learning. An article by Semour Papert published in a special issue of the IBM Systems Journal about the MIT Media Laboratory. What's the big idea? Toward a pedagogy of idea power | 
