  In today's education systems, there is a deep concern about the importance of
teaching code and computer programming in schools. Moving digital learning from
a simple use of tools to understanding the processes of the internal
functioning of these tools is an old / new debate originated with the digital
laboratories of the 1960. Today, it is emerging again under impulse of the
large - scale public sphere digitalization and the new constructivist education
theories. Teachers and educators discuss not only the viability of code
teaching in the classroom, but also the intellectual and cognitive advantages
for students. The debate thus takes several orientations and is resourced in
the entanglement of arguments and interpretations of any order, technical,
educational, cultural, cognitive and psychological. However, that phenomenon
which undoubtedly augurs for a profound transformation in the future models of
learning and teaching , is predicting a new and almost congenital digital
humanism
