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Noncomputational Versus Computational Conceptions of Reason: Contrasting Educational Implications

Pennsylvania State University

Daniel M. Davenport

HRB Systems, Inc .

Current conceptions of the integration of computers into society often depend on the view that the human mind, as well as the computer, is a computational system. This view is widely taken to have broad implications for educational policy. We present a critique of the premise and some of the conclusions of the above argument. It is here shown that the thesis that the human mind is a computational system is, in principle, not scientifically supportable. It is also shown that, even if the computational theory of mind were held for non-scientific reasons, the educational implications often derived from it do not follow.

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