|
b1e5223
|
Every television program must be a complete package in itself. No previous knowledge is to be required. There must not be even a hint that learning is hierarchical, that it is an edifice constructed on a foundation. The learner must be allowed to enter at any point without prejudice. This is why you shall never hear or see a television program begin with the caution that if the viewer has not seen the previous programs, this one will be meaningless. Television is a nongraded curriculum and excludes no viewer for any reason, at any time. In other words, in doing away with the idea of sequence and continuity in education, television undermines the idea that sequence and continuity have anything to do with thought itself.
|
|
television
learning
rational-thought
epistemology
knowledge
|
Neil Postman |
|
6f8955c
|
If you can't define something you have no formal rational way of knowing that it exists. Neither can you really tell anyone else what it is. There is, in fact, no formal difference between inability to define and stupidity.
|
|
stupidity
rational-thought
language
logic
irrationality
|
Robert M. Pirsig |
|
24de549
|
I am more human than rational.
|
|
humanity
rational-thought
human-nature
|
Karen Essex |
|
b8c86a6
|
In the eighteenth and nineteenth centuries, print put forward a definition of intelligence that gave priority to the objective, rational use of the mind and at the same time encouraged forms of public discourse with serious, logically ordered content. It is no accident that the Age of Reason was coexistent with that growth of a print culture, first in Europe and then in America.
|
|
intelligence
print
public-discourse
rational-thought
|
Neil Postman |
|
df18d8e
|
No rational person would intentionally commit an act of evil, for everyone knows that it would bring the wrath of the community upon him. (Socrates)
|
|
evil-people
rational-thought
socrates
evil
|
Karen Essex |