The problem with LISP is the fact that it is only appreciated when a program's user is both mentally sophisticated in logic in general as well as the knowledge domain of the application. When "applied to education", many conversations imply the education of elementary, middle, and high school level students. The inner logical work of the most basic LISP program is simply beyond the grasp of 99% of non-college aged students. I fail to see how LISP can have any meaningful education impact given the student age ranges desired, and the OP desires.
There is quite a bit of (non-university) educational use of Lisp variants in education. See Logo and Scheme. There are lots of publications about this topic.
Comments
I am amazed by how close LISP, or at least some dialects, comes to what the OP asks for:
* REPL
* code/data duality
* direct manipulation of the program
* program always running and you edit the VM image, instead of editing sources and starting the program again
* ``[t]he application s user interface and a view of the application s structure sit side-by-side in front of the developer/user''
* ``[t]here is only one form of the application and there is no translator.''
The problem with LISP is the fact that it is only appreciated when a program's user is both mentally sophisticated in logic in general as well as the knowledge domain of the application. When "applied to education", many conversations imply the education of elementary, middle, and high school level students. The inner logical work of the most basic LISP program is simply beyond the grasp of 99% of non-college aged students. I fail to see how LISP can have any meaningful education impact given the student age ranges desired, and the OP desires.
There is quite a bit of (non-university) educational use of Lisp variants in education. See Logo and Scheme. There are lots of publications about this topic.