Someone needs to mention what may be lost. Of course, one of the problems is that what I would judge to be a negative consequence, someone else might see as a positive consequence. For example, telephones in automobiles seem to me a very bad idea. So does spending a lot of hours "communicating" on the Internet when one could use that time reading Cervantes' Don Quixote.
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"Neil Postman Ponders High Tech" at Online Newshour : Online Forum (17 January 1996)Neil Postman
Adminstrators are another curious consequence of a bureaucracy which has forgotten its reason for being. In schools, adminstrators commonly become myopic as a result of confronting all of the problems the "requirements" generate. Thus they cannot see (or hear) the constituents the system ostensibly exists to serve — the students. The idea that the school should consist of procedures specifically intended to help learners learn strikes many administrators as absurd — and "impractical." …Eichmann, after all, was "just an adminstrator." He was merely "enforcing requirements." The idea of "full time administrators" is palpably a bad one — especially in schools — and we say to hell with it. Most of the "administration" of the school should be a student responsibility. If schools functioned according to the democratic ideals they pay verbal allegience to, the students would long since have played a major role in developing policies and procedures guiding its operation. One of the insidious facts about totalitarianism is its seeming "efficiency." ...Democracy — with all of its inefficiency — is still the best system we have so far for enhancing the prospects of our mutual survival. The schools should begin to act as if this were so.
Neil Postman
The problems with software are just examples of the problems found generally with creativity. Our trend in copyright law has been to enclose as much as we can; the consequence of this enclosure is a stifling of creativity and innovation. If the Internet teaches us anything, it is that great value comes from leaving core resources in a commons, where they're free for people to build upon as they see fit.
Lawrence Lessig
What underclass? I mean you know, what underclass? Do you know any of them? Do they have automobiles? Most of them probably do. Do most of them have television sets? Do most of them have telephones? Well, if they can afford automobiles, they can afford computers. And since they have television sets, they already have access to communications technology. And since they have telephones, they can talk to one another. Wherein are they deprived?
Tom Clancy
The old and oft-repeated proposition "Totum est majus sua parte" [the whole is larger than the part] may be applied without proof only in the case of entities that are based upon whole and part; then and only then is it an undeniable consequence of the concepts "totum" and "pars". Unfortunately, however, this "axiom" is used innumerably often without any basis and in neglect of the necessary distinction between "reality" and "quantity", on the one hand, and "number" and "set", on the other, precisely in the sense in which it is generally false.
Georg Cantor
As a consequence of the slavish "categoryitis" the scientifically illogical, and as we shall see, often meaningless questions "Where do you live?" "What are you?" "What religion?" "What race?" "What nationality?" are all thought of today as logical questions. By the twenty-first century it either will have become evident to humanity that these questions are absurd and anti-evolutionary or men will no longer be living on Earth.
Buckminster Fuller
Postman, Neil
Poswiatowska, Halina
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