Neil Postman Quotes
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Through the computer, the heralds say, we will make education better, religion better, politics better, our minds better - best of all, ourselves better. This is, of course, nonsense, and only the young or the ignorant or the foolish could believe it.
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TV serves us most usefully when presenting junk-entertainment; it serves us most ill when it co-opts serious modes of discourse - news, politics, science, education, commerce, religion.
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The effects of technology are always unpredictable. But they are not always inevitable.
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I don't think any of us can do much about the rapid growth of new technology. A new technology helps to fuel the economy, and any discussion of slowing its growth has to take account of economic consequences. However, it is possible for us to learn how to control our own uses of technology.
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What ideas are convenient to express inevitably becomes the important content of a culture.
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Writing freezes speech and in so doing gives birth to the grammarian, the logician, the rhetorician, the historian, the scientist - all those who must hold language before them so that they can see what it means, where it errs, and where it is leading.
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The idea of taking what people call the 'entertainment culture' as a focus of study, including historical perspective, is not a bad idea.
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At its best, schooling can be about how to make a life, which is quite different from how to make a living.
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The key to all fanatical beliefs is that they are self-confirming....(some beliefs are) fanatical not because they are 'false', but because they are expressed in such a way that they can never be shown to be false.
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As one learns the language of a subject, one is also learning what the subject is. ...what we call a subject consists mostly, if not entirely, of its language. If you eliminate all the words of a subject, you have eliminated the subject.
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We do not know nearly as much as we should about how children learn language, but if there is one thing we can say with assurance it is that knowledge of grammatical nomenclature and skill in sentence-parsing have no bearing whatsoever on the process.
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School has never really been about individualized learning, but about how to be socialized as a citizen and as a human being, so that we, we have important rules in school, always emphasizing the fact that one is part of a group.
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Our priests and presidents, our surgeons and lawyers, our educators and newscasters need worry less about satisfying the demands of their discipline than the demands of good showmanship.
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When two human beings get together, they're co-present, there is built into it a certain responsibility we have for each other, and when people are co-present in family relationships and other relationships, that responsibility is there. You can't just turn off a person. On the Internet, you can.
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The problem in the 19th century with information was that we lived in a culture of information scarcity, and so humanity addressed that problem beginning with photography and telegraphy and the - in the 1840s. We tried to solve the problem of overcoming the limitations of space, time, and form.
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If students get a sound education in the history, social effects and psychological biases of technology, they may grow to be adults who use technology rather than be used by it.
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I am not a Luddite. I am suspicious of technology. I am perfectly aware of its benefits, but I also try to pay attention to some of the negative effects.
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We no longer have a coherent conception of ourselves, and our universe, and our relation to one another and our world. We no longer know, as the Middle Ages did, where we come from, and where we are going, or why. That is, we don't know what information is relevant, and what information is irrelevant to our lives.
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'Cyberspace' is a metaphorical idea which is supposed to be the space where your consciousness is located when you're using computer technology on the Internet, for example, and I'm not entirely sure it's such a useful term, but I think that's what most people mean by it.
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Reflect on these questions - and others that these can generate. Please do not merely react to them.
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They will give us artificial intelligence, and tell us that this is the way to self-knowledge... instantaneous global communication... the way to mutual understanding... Virtual Reality... the answer to spiritual poverty. But that is only the way of the technician, the fact-mongerer, the information junkie, and the technological idiot.
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Children are the living messages we send to a time we will not see. From a biological point of view it is inconceivable that any culture will forget that it needs to reproduce itself. But it is quite possible for a culture to exist without a social idea of children. Unlike infancy, childhood is a social artifact, not a biological category.
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The question, 'How well does one read?' is a bad question... essentially unanswerable. A more proper question is 'How well does one read poetry, or history, or science, or religion?' No one I have ever known is so brilliant as to have learned the languages of all fields of knowledge equally well. Most of us do not learn some of them at all.
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Embedded in every technology there is a powerful idea, sometimes two or three powerful ideas. Like language itself, a technology predisposes us to favor and value certain perspectives and accomplishments and to subordinate others. Every technology has a philosophy, which is given expression in how the technology makes people use their minds, in how it codifies the world, in which of our senses it amplifies, in which of our emotional and intellectual tendencies it disregards.