Chapter 7:
The Ideology of Machines: Computer Technology
Postman
argued in this chapter that our culture has a belief that personal and public
levels require technical solutions—because our ability to get lots of
information and to get it quickly as the computer has allowed. In talking about
these specific problems (nuclear catastrophe, starvation, crime, etc.), he
says, “Our most serious problems are not technical, nor do they arise from
inadequate information . . . mathematical equations, instantaneous
communication, and vast quantities of information have nothing whatever to do
with any of these problems. And the computer is useless in addressing them” (p.
119). He also showed concern in this chapter about human efforts and
innovations equal (or even subject to) to that of the computer. He notes that
medical technology is good but doesn’t take into account how the various parts and
organs of the body work as a unified whole. He says the same about modern
industrialization—how can a machine work and problem solve on an emotional
level as humans can?
picture found from google search here |
Postman
addresses what we might lose if we allow computers to take over what humans can
be doing and thinking about instead of letting the technology lead us. I found
his examples of the Dallas Cowboys and the writing of prose quite humorous—that
they really do have nothing to do with the computers being used! But I know
students (and ahem—us at times, embarrassingly enough!) use that same kind of
thinking! How easily we have fallen under the thinking Postman describes here!
Burning
questions:
When do you
refuse the use of technology in your teaching and for what reason? How can we use computers and use problem-solving skills simultaneously?
Chapter 8: Invisible Technologies
In this
chapter, Postman talks about human thinking that has been taken over by
technological advances and that the technology is directing our thinking, our ability
to generate or make changes to ideas and expose or hide facts (examples being
the zero and statistics). “In Technolpoly, we tend to believe that only through the autonomy of techniques (and
machinery) we achieve our goals . . .that the technique becomes sanctified and
rule out the possibility of other ones” (p. 142).
I’m not sure
I am quite as radical as he is in his thinking, but I could appreciate what he
said about polling—and how those same ideas are used in teaching. In some ways
I think our limiting questions don’t allow students to “really think” because
we have a lesson plan and a goal and we need to get so much done in so short of
time that we are not interested in “outside-of-the-box” thinking or opinions. It reminds me of the pre-school answer to a question about the Bible and the darling little one answers, "Jesus!" We are trained to provide the "right" answer or give the yes or no to an opinion questions without voicing what is going on in our heads about the topic.
Here he shows how we are still being treated that way. I know that in some
voting opportunities (whether political or at school or at church, etc.) sometimes
it feels like my vote doesn’t count or that no one really wants to hear what I
have to say because there is no room for opinions or other ideas. Maybe a speaker in a conversation is not an "expert" in a discussion at hand and therefore his or her opinion becomes invalid--when it could be just what is needed to work with and find a great idea! I’ve had
parents talk to me about certain issues in the school and when I encourage them
to speak to the higher-ups, they shrug it off because they don’t feel like
their ideas or issues are heard or seriously considered. I know those kinds of opinions have taught me to be available and be a listener to parents because their opinion does matter--I see their child as a student, while they see them as their child. That is two completely different perspectives that need to be joined if the child is going to learn well.
Burning
questions: How do we encourage voicing our opinions (especially if they are
based on real ideas and facts)? How do we teach students to have an opinion—and
that it matters what they think? How do we learn to listen?
I appreciate what you said about the expert versus the non-expert in opinions. I have often felt that way as a member of various groups. I think it is so important for us to model that our students' opinions matter to us and their community for them to learn to speak out with their insights. What I think we all struggle with is having the "evidence' or facts to back up our views.
ReplyDeleteWe do a persuasive writing and speaking unit in 6th grade where we learn how to separate fact and opinion and how to keep the audience in mind when sharing our views. We give them the platform to choose something they fell is an injustice and to speak out with reasons for change and solutions to problems. I had a couple of students choose to write something about an issue in our school. When I told them to give their piece to the teacher who has the power to change this, they were surprised that I wanted them to do this. Like you, I am wondering what else we can do to provide real experiences for them to work toward change and voice their thoughts?
Great idea of a way to integrate their writing and speaking into a real context.
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