Instruction in the Logo programming language proceeds amid increasing concern about its educational value. Proponents claim that Logo-based instruction increases intelligence, whereas critics contend that children learn little about Logo or about anything else during such instruction. Reasoned argument about the pitfalls and prospects of Logo in the classroom requires a common interpretive framework, which is often obscured by the distinct conceptions of intelligence held by proponents and critics. Accordingly, the implications of two different root metaphors of intelligence for the study of Logo-based learning are traced. Development of ideal educational practices and outcomes for Logo learning within each framework follows, with a selected review of research to support some conjectures and refute others. This presentation includes discussion of weak versus strong problem-solving methods, transfer, "powerful ideas," and discovery-based learning. The article concludes with a partition of cognition into cognitive, metacognitive, and epistemic levels, and it relates these to Logo as a strategy for developing thinking.
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