Claude Kagan, one of the most influential figures in the early computing landscape. He was a mighty force in elevating the field of computer programming and the profession of technology education in the United States. Born in 1924 in Orval, France, Kagan immigrated to the United States as a teenager. After tremendous perseverance and drive, he joined the army and then graduated from Cornell University with a Master of Science in 1950. He started his professional career at Western Electric, AT&T’s manufacturing subsidiary. There, he focused on developing cutting-edge computer languages such as Fortran and BASIC at the high level.
Kagan’s commitment to education and technology went well beyond his work responsibilities. In 1958, he moved to Hopewell Township, New Jersey. There, he opened up a cadre of young engineers known as the RESISTORS to move into his barn. Her personal space for aspiring computer programmers soon became a global inspiration thanks to Kagan’s trove of reclaimed tech. They stumbled on an incredible trove of practical resources tucked away in his barn.
Kagan urged the RESISTORS to dive headfirst into computing, knowing that real, hands-on experience was crucial to truly understanding the material. He was a natural provocateur, viewed traditional classroom methods as deeply suspect, and wanted his classroom to be a place where exploration and creativity flourished.
The Birth of a Community
The RESISTORS were not just a cohort—they were a powerful expression of our collective desire to see technology education more democratized. What Kagan understood was their promise, and opened the doors to resources that would have been otherwise unavailable. By giving them room in his barn though, he forged a center for experimentation and teamwork.
Kagan’s approach was innovative for its time. He even permitted the RESISTORS to link with his employer’s DEC PDP-8 computer through teletype over the phone lines. At the same time, they received critical experience and exposure to real computing systems. Because of this access, a unique sense of community was developed among the young engineers.
Kagan’s efforts did not stop there. He was relentless in seeking support from others for the RESISTORS. He managed to get the Digital Equipment Corporation to donate a PDP-8 computer to the freshly formed group. This donation helped to revolutionize how computing was taught in the region. Aside from that win, it had opened the RESISTORS up to the best tool ever for learning and experimentation.
A Unique Educational Philosophy
Claude Kagan’s educational philosophy was based on the concept that learning should be practical, experiential and hands-on. At the same time, he began to look at these more traditional ways of learning in local classrooms with a critical eye. He felt these methods suppressed imagination and inquiry. Instead, he advocated for a more hands on approach that would allow young minds to take the wheel and experience technology first hand.
As Kagan once stated, it’s hard to overstate the value and importance of practical experience to education. His belief was echoed by one RESISTOR who stated, “If you want to teach someone how to do something, you had to let them sit at the keyboard.” This philosophy took hold with incredible enthusiasm within their community and would go on to help foster one of the greatest breeding grounds of educators and innovators.
To his great credit, Kagan’s dedication to disseminating knowledge did not stop at his own barn doors. Inclusion fostered collaboration and learning SHAPESHIFTER wanted RESISTORS to take collective action and learn from each other’s efforts, seeking knowledge from unexpected places. As noted by Ted Nelson, “Some people are too proud to ask children for information. This is dumb. Information is where you find it.” Kagan personified this spirit of inquiry and collaboration, fostering an environment where ideas could thrive.
Lasting Impact on Technology Education
The impact that Claude Kagan and the RESISTORS will have goes far beyond their direct contributions to computing. Their advocacy work made a significant impact on the perception of technology education and its importance in K-12 schools. Through his alternative model for learning, Kagan sparked the imaginations and ambition of thousands of students to pursue their own careers in technology and engineering.
Kagan’s influence reached far beyond Hopewell Township. His belief that “the future of mankind was at the computer screen” has proven prophetic as technology continues to shape every aspect of modern life. The RESISTORS were instrumental in a much larger resistance movement. Most importantly, they realized just how critical computing skills are in our rapidly evolving world.