Abstract: In most contemporary educatiOnal situations where children come into contact with computers the computer is used to put children through their paces, to provide exercises of an appropriate level of difficulty, to pro vide feedback, and to dispense informatio n. The computer programming the child. In the LOGO envi· ronment the relationship is reversed : The child is in control: The child programs the computer. And in teaching the computer how to think , children embark on an exploration about how they themselves think . Thinking about thinking turns the child into an epistemologist, an experience not even shared by most adults. After five yean of study with lean Piaget in Geneva,! came away impres.~d by his way of looking at children as the active builden of their own intellectual structures. To say that intellectual structures are built by the Ieamer rather than taught by a teacher does not mean that they arc built from nothing. Uke ot her