McLuhan had it backward: the message is the medium. (Apropos of work with @andy_matuschak on the mnemonic medium: https://quantum.country )
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I feel this particularly strongly in that a lot of prototyping work is for "toy" content. It's very difficult to make this work. Eg, I'm suspicious of the (beautiful aspirational) idea that Logo is a useful environment for introducing children to ideas of differential geometry
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The question that bugs me: why don't professional differential geometers use Logo? If not, what is it missing? Can that be remedied? I'm deeply suspicious that Logo is, perhaps, leaving out the most important ideas of differential geometry.
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I've left the connection to my original comment oblique. To make it explicit: this decision - the audience for Logo - is in some sense a content or message decision. By deciding to make a toy environment, aimed at children, Logo almost certainly fails in many aspirational goals
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what important ideas of differential geometry *does* Logo teach, even unimportant ones? I don't really get the alleged connection. I thought Logo was more about teaching programming ideas
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