Education In Neil Postman's The End Of Education

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Education in this day and age has evolved to become an intricate system of developing individual knowledge on social values and academic knowledge in the context of a technologically advanced global society. However, throughout history it has become clear that the education system across many societies faces new challenges as well as advantages of which the learning experience can be enhanced yet hindered for both students and teachers. Throughout justifying Postman’s theory on technology providing both bad and good, the nature of technological education is to be examined to see if it is worthwhile and beneficial for future generations to come as well as economies and societies in the future. Neil Postman in his book, The End of Education, …show more content…
Postman believed that learning to accept the world with all its cultural rules, requirements, constraints, and even prejudices is one of the two things schools must be teaching. The second being, students developing skills to be critical thinkers, which in-turn makes them rational, independent minded and problem-solving adults (1995, p.60). Postman’s views were that education with technology teaches about how technology can assists or restricts students in doing positive or negative things, how education was dealt with in the past in comparison to the present and how new worlds have been created by technology be it for good or bad (1995, p.192). It will be argued that as much as Postman’s ideas and views would have assisted in making an ideal education system, technological learning is a far more individual process. Keeping up with current and modernized information by interpreting meaningful experiences is what students focus on in this modern era. This kind of learning would not have been possible with Postman’s vision of collaborative learning, as learning with technology is more broad and …show more content…
The implementation of educational technological systems by educators depends on the level of student demand, but its adoption would depend on factors such as current systems in place, existing culture and particularly the faculty’s ability. A lack of understanding about technology from faculty members was one of the main barriers educators faced. Certain faculty members were known to have become complacent with the traditional delivery of education, as they were believed to be more effective in comparison to online learning. Teachers belonging to the older generation feared that the digital age students were more adaptive to technology rather than themselves. Educators were also hesitant to adapt to the online mode of delivery as they saw it as a threat to their academic freedom and struggled with training themselves to use technology as it drove them away from other demands such as advising, mentoring and researching (Bjarnason, 2003, pp.110-113). Based on the perspective of science and technology studies, online education has been described as being overly dependent on a simplistic understanding of the nature of technology. Hamilton and Friesen (2013) argue that online technology is limited to its arena of technical and scientific law, untarnished from the differences, interests and values that symbolizes the social world and is cast as being independent from its social

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