Claude Kagan was a visionary leader in the field of computer education. From the 1960s until recently, he built a legacy and a community that guided discovery—in art, science, music, and technology—through imaginative exploration. He was born in 1924, in Orval, France. As a result, as a teenager, he relocated to the United States, where he went on to serve in the U.S. military. Kagan’s life took a momentous change when he received his Master’s degree from Cornell University in 1950. He focused on high-level computer languages such as Fortran and BASIC. His radical approach to teaching – his “secret weapon” – lit a fire in his small cohort of teenagers. Powered by his conviction, they transformed themselves into the powerful force that they have become with their RESISTORS collective.
Kagan’s professional life began at Western Electric, AT&T’s manufacturing arm. He had a vision that extended well beyond the borders of conventional business ecosystems. In 1958, he moved a few miles from work to Hopewell Township, New Jersey. Kagan became a mentor to local teens right on these benches. He ignited their passion for digital engineering at a moment in history where technology was just beginning to branch outside of the box. In his view, traditional classroom learning regularly missed the mark in igniting student creativity and innovation. This conviction informed his profound and beautiful notion of education.
A Radical Approach to Education
Yet what made Kagan’s approach to education radical was not its ambition, but its complete break from the status quo. He railed against conventional forms of learning, he thought they crushed curiosity and creativity. He took to heart the African American proverb “Each one, teach one.” This motto turned out to be a constant touchstone in his work under the RESISTORS. This approach created a learning environment focused on natural peer-to-peer learning, fostering a community where students taught each other and assisted each other through school.
Kagan welcomed experiential learning, giving the RESISTORS hands on access to a DEC PDP-8 machine. They were linked together via teletype over regular phone lines. This new link provided the teens with direct experience and knowledge about computers. In the process, it opened up new avenues for exploration and innovation that they hadn’t previously found. “Some people are too proud to ask children for information. This is dumb. Information is where you find it,” remarked Ted Nelson, a key figure associated with Kagan and the RESISTORS, highlighting the importance of learning from younger generations.
Additionally, Kagan focused on developing collaborative relationships that served his students well. He deftly finagled Digital Equipment Corporation (DEC) into donating a PDP-8 to the RESISTORS. This was a remarkable gift, particularly since new models were selling for more than US $15,000 at the time. This incredibly generous donation went a long way toward changing the game for Kagan’s lucky students. From playing video games to building artificial intelligence, the possibilities are endless.
The RESISTORS and Their Impact
With Kagan’s guidance, the RESISTORS flourished. Suddenly, they blossomed into this beautiful group of young coders, just thrilled and excited to begin dreaming about the possibilities of technology. Kagan opened his barn as a makeshift classroom where these teens could experiment with computers, fostering an environment that prioritized creativity and collaboration. His inspiration and impetus were key factors as they learned to wield technology as an impactful form of expression and innovation.
Kagan’s tendency to draw people together was another key part of his legacy. He was not just a figurehead, he was a catalyst, in particular introducing Ted Nelson to the RESISTORS. Nelson’s vision for computing complemented Kagan’s teaching philosophy. He famously stated, “The future of mankind was at the computer screen,” articulating a vision of technology as central to human progress. Kagan’s pedagogy turned her radical faith into practice. RESISTORS to imagine beyond the current technocentric dystopia and critique technology’s role in our lives today.
As members of the RESISTORS delved deeper into their studies, they began to recognize the limitations of traditional educational materials. John R. Levine, one of Kagan’s students, remarked on their experiences: “There was certainly very little in that book that we hadn’t already heard about before it appeared.” The cohort expressed a need for more interactive and modern educational materials. They need resources tailored to their passions and goals.
A Personal Legacy
Claude Kagan’s personal life became a seamless extension of his professional pursuits. He was out and open as gay, and the entire community knew it, including the teenagers he mentored and their parents. This openness never caused any problems in their small-town community. His authenticity and openness made it possible for all people to be humanized – where diverse minds were cherished, not tokenized.
Kagan was not merely a champion of technical education, he led the charge for greater inclusivity. He challenged his students to take pride in their identities as they sought truth. This supportive ecosystem allowed people like John R. Levine to flourish. They were free to follow their passions without the fear of being judged for their backgrounds or personal lives. Levine noted, “We were so nerdy that it didn’t occur to us that girls [would] be any different in terms of what they could do,” indicating how Kagan’s mentorship fostered an egalitarian atmosphere among his students.