BE (distinctively different) Postman Ch. 11

Perhaps it takes an over-zealous leader to begin social change, and maybe that is Postman's aim in "Technopoly." While I didn't always appreciate his pessimistic views of everything- I enjoyed this final chapter more than the previous ones.  His closing remarks were more of a call to try make changes.

In fact, I found myself fitting almost every description of his "loving resistance fighter" on page 184.  And his description of the current state of education on page 186 is precisely the reason I'm in Christian education.  Without the central Biblical focus education is a "hodgepodge of subjects." And while Postman all but belittles learning "for the greater glory of God" technopoly may very well cause parents to sit up and think about the focus of education and desire Christian education.  Is it possible that the declining moral center of our society will awaken such a revival in the hearts of many?

My prayer is yes.  My prayer is that the Lord will use our culture just as He used the Hellenistic Greek/Roman culture to strengthen the commitment of His faithful and cause an explosion in the Church.  As Postman calls for an educational focus that blends science, art, past, and present; we must stand up and boldly declare that we have this!  The "ascent of humanity" has already happened- but only through the death of one human/Christ.  Postman describes Christian education without Christ.  We must make known that this is impossible.  The ascent of humanity IS Christ.  Christian education meets all the aims of Postman's dream for education... but only through Christ.

                                                                                     http://www.cen.edu.au/


Are Christian schools doing enough to "offer" these types of answers to the general culture?

How well known are Christian schools in your area of the country?

BE (Protective) Postman Ch 9&10

If you ever question the power of symbols just watch a 3-year-old maneuver an iPad.  Mine can scroll through 4 pages of apps, find his favorite videos and games, and play for hours even though he cannot read a single word.  Symbols are powerful.

While Postman's thoughts in Ch 9 were interesting, especially Milgram's study, I'd prefer to dive into Ch 10- The Great Symbol Drain.  After reading it I had a long talk with my husband who has a post-grad degree in advertising and marketing.  Both of us found Postman's critique to be correct, sadly.  Our society is so quickly swayed and it really is through selfish gain.  As Postman says on page 170, "It is about the character of the consumers of products."  Josh (my husband) said that one of his biggest assignments in Ad school was to sell to a particular consumer group.  But they were not given a product at all- just the audience.  It was exactly as Postman said- all about the consumer.  

While this (advertising) "symptom" of the anti-tradition worldview, as Postman calls it, lays claim on our culture there follows a loss of narrative/respect for symbols due to their overuse.  I'd agree with Postman that this may have catastrophic effects on education.  I'm especially glad he brought up the question "WHY?"  I'm afraid we don't ask this question enough when we integrate new systems into our schools.  

Postman follows this up with more questions, "What story does American education wish to tell now?" and "What is education for?" Which leads to several perspectives and philosophies of education.  I was most inspired by a small paragraph on page 178 about religious educators.  Although Postman questions the plausibility of (our) philosophy in education during a Technopoly, I'm glad he included the distinction.  I believe our role as Christian educators should only magnify the questions being asked, "Why?" "How will we tell THE story now?" and "Have we drained our most sacred symbols of their meaning?" 

Questions to process: How can we use the Technopoly we are a part of to tell THE story?

How can we protect our sacred symbols from becoming part of Chardonnay ads?

Digital Immigrant and Digital Native hard at work

BE (non-transferable) Postman Ch 7&8

"When a method of doing things becomes so deeply associated with an institution that we no longer know which came first-the method or the institution-then it is difficult to change the institution or even imagine alternative methods for achieving it's purpose."

As I closed my  reading of Postman this week I read this statement and couldn't help but remember this funny YouTube clip I saw a few years back which perfectly illustrates his point. Please watch it, it's worth the time for the laugh you'll get:

www.youtube.com/watch?v=pQHX-SjgQvQ

I think  his point about "The computers being down" on page 114 is another case  and point that so much of what we do in our society today relies on the method of computer technologies.  At what point do we become completely irresponsible for the work we do and give sole credit to the computer for both success and failure?

Although I don't whole-heartedly love Postman and his apparent disdain for, well everything... Some of this does awaken a deep fear within me.  If we ever do concede full credit and responsibility to the computer then you and I are out of a job.  If McCarthy's remarks are taken as truth then we are the equivalent of a computer and they the equivalent of us- therefore, they can do our jobs...yikes!

It's not that I'm so afraid of losing my job, it's more that I'm afraid of losing the human influence, inefficient and flawed as it may be.  Weizenbaum had it right on 112 , human intelligence cannot be transferred.  Mostly because we were created differently from the start.  We must be considerate as we use these methods within our classrooms.  Our methods must not dominate the institutions or we may very well miss the point. 

How do we use great methods ( like computers) responsibly when so much of the use is unconscious, second nature?

How often is it appropriate to have an intentional "computers down" day?