The new education has as its purpose the development of a new kind of person, one who — as a result of internalizing a different series of concepts — is an actively inquiring, flexible, creative, innovative, tolerant, liberal personality who can face uncertainty and ambiguity without disorientation, who can formulate viable new meanings to meet changes in the environment which threaten individual and mutual survival. The new education, in sum, is new because it consists of having students use the concepts most appropriate to the world in which we all must live. All of these concepts constitute the dynamics of the quest-questioning, meaning-making process that can be called "learning how to learn."
Neil Postman
The BASIC FUNCTION of all education, even in the most traditional sense, is to increase the survival prospects of the group. If this function is fulfilled, the group survives. If not, it doesn't. There have been times when this function was not fulfilled, and groups (some of them we even call "civilizations") disappeared. Generally, this resulted from changes in the kind of threats the group faced. The threats changed, but the education did not, and so the group, in a way, "disappeared itself" (to use a phrase from Catch-22). The tendency seems to be for most "educational" systems, from patterns of training in "primitive" tribal societies to school systems in technological societies, to fall imperceptibly into a role devoted exclusively to the conservation of old ideas, concepts, attitudes, skills, and perceptions. This happens largely because of the unconsciously held belief that these old ways of thinking and doing are necessary to the survival of the group. …Survival in a stable environment depends almost entirely on remembering the strategies for survival that have been developed in the past, and so the conservation and transmission of these becomes the primary mission of education. But, a paradoxical situation develops when change becomes the primary characteristic of the environment. Then the task turns inside out — survival in a rapidly changing environment depends almost entirely upon being able to identify which of the old concepts are relevant to the demands imposed by the new threats to survival, and which are not. Then a new educational task becomes critical: getting the group to unlearn (to "forget") the irrelevant concepts as a prior condition of learning. What we are saying is that the "selective forgetting" is necessary for survival.
Neil Postman
About the last place any of us can expect to learn anything important about the realities we have to cope with in our wistful pursuit of life, liberty, and happiness is a classroom. If we decided that schools must do whatever is necessary to help students to learn the concepts and skills relevant to the nuclear space age, we wouldn't spend much time sitting inside of small boxes inside of boxes — even with all the fancy hardware being developed to jazz up the Trivia contest. It's probably true that most of what we all know we didn't learn in school anyway. Moreover, developments in electronic information processing make the school as it presently exists unnecessary. ..the "new education." Its purpose is to produce people who can cope effectively with change. To date, none of the new "educational technology" has that as its purpose. Remember Santayana's line: Fanaticism consists of redoubling efforts after having forgotten one's aim. The developments in "educational technology" are intended to do all of the old school stuff better... but that's not the aim of the new education.
Neil Postman
Any concepts or words which have been formed in the past through the interplay between the world and ourselves are not really sharply defined with respect to their meaning: that is to say, we do not know exactly how far they will help us in finding our way in the world. We often know that they can be applied to a wide range of inner or outer experience, but we practically never know precisely the limits of their applicability. This is true even of the simplest and most general concepts like "existence" and "space and time". Therefore, it will never be possible by pure reason to arrive at some absolute truth.
The concepts may, however, be sharply defined with regard to their connections... a group of connected concepts may be applicable to a wide field of experience and will help us to find our way in this field. But the limits of the applicability will in general not be known, at least not completely...Werner Heisenberg
We are saddled with a culture that hasn't advanced as far as science. Scientific man is already on the moon, and yet we are still living with the moral concepts of Homer. Hence this upset, this disequilibrium that makes weaker people anxious and apprehensive, that makes it so difficult for them to adapt to the mechanism of modern life. ... We live in a society that compels us to go on using these concepts, and we no longer know what they mean. In the future — not soon, perhaps by the twenty-fifth century — these concepts will have lost their relevance. I can never understand how we have been able to follow these worn-out tracks, which have been laid down by panic in the face of nature. When man becomes reconciled to nature, when space becomes his true background, these words and concepts will have lost their meaning, and we will no longer have to use them.
Michelangelo Antonioni
The value of metaphors should not be underestimated. Metaphors have the virtue of an expected behavior that is understood by all. Unnecessary communication and misunderstandings are reduced. Learning and education are quicker. In effect metaphors are a way of internalizing and abstracting concepts allowing one's thinking to be on a higher plane and low-level mistakes to be avoided.
Fernando J. Corby Corbato
Postman, Neil
Poswiatowska, Halina
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