Amusing Ourselves to Death (24 page)
Read Amusing Ourselves to Death Online
Authors: Neil Postman
And yet there is reason to suppose that the situation is not hopeless. Educators are not unaware of the effects of television on their students. Stimulated by the arrival of the computer, they discuss it a great deal—which is to say, they have become somewhat “media conscious.” It is true enough that much of their consciousness centers on the question, How can we use television (or the computer, or word processor) to control education ? They have not yet got to the question, How can we use education to control television (or the computer, or word processor) ? But our reach for solutions ought to exceed our present grasp, or what’s our dreaming for? Besides, it is an acknowledged task of the schools to assist the young in learning how to interpret the symbols of their culture. That this task should now require that they learn how to distance themselves from their forms of information is not so bizarre an enterprise that we cannot hope for its inclusion in the curriculum ; even hope that it will be placed at the center of education.
What I suggest here as a solution is what Aldous Huxley suggested, as well. And I can do no better than he. He believed with H. G. Wells that we are in a race between education and disaster, and he wrote continuously about the necessity of our understanding the politics and epistemology of media. For in the end, he was trying to tell us that what afflicted the people in Brave New World was not that they were laughing instead of thinking, but that they did not know what they were laughing about and why they had stopped thinking.
Notes
Chapter 1: The Medium Is the Metaphor
2
Cassirer, p. 43.
Cassirer, p. 43.
3
Frye, p. 227.
Frye, p. 227.
Chapter 2: Media as Epistemology
1
Frye, p. 217.
Frye, p. 217.
2
Frye, p. 218.
Frye, p. 218.
3
Frye, p. 218.
Frye, p. 218.
4
As quoted in Ong, “Literacy and the Future of Print,” pp. 201- 202.
As quoted in Ong, “Literacy and the Future of Print,” pp. 201- 202.
7
Jerome Bruner, in
Studies in Cognitive Growth,
states that growth is “as much from the outside in as from the inside out,” and that “much of [cognitive growth] consists in a human being’s becoming linked with culturally transmitted ‘amplifiers’ of motoric, sensory, and reflective capacities.” (pp. 1-2) According to Goody, in
The Domestication of the Savage Mind,
Jerome Bruner, in
Studies in Cognitive Growth,
states that growth is “as much from the outside in as from the inside out,” and that “much of [cognitive growth] consists in a human being’s becoming linked with culturally transmitted ‘amplifiers’ of motoric, sensory, and reflective capacities.” (pp. 1-2) According to Goody, in
The Domestication of the Savage Mind,
“[writing] changes the nature of the representations of the world (cognitive processes) for those who cannot [read].” He continues: “The existence of the alphabet therefore changes the type of data that an individual is dealing with, and it changes the repertoire of programmes he has available for treating his data.” (p. 110)
Julian Jaynes, in
The Origins of Consciousness in the Breakdown of
the Bicameral Mind, states that the role of “writing in the breakdown of the bicameral voices is tremendously important.” He claims that the written word served as a “replacement” for the hallucinogenic image, and took up the right hemispheric function of sorting out and fitting together data.
The Origins of Consciousness in the Breakdown of
the Bicameral Mind, states that the role of “writing in the breakdown of the bicameral voices is tremendously important.” He claims that the written word served as a “replacement” for the hallucinogenic image, and took up the right hemispheric function of sorting out and fitting together data.
Walter Ong, in
The Presence of the Word,
and Marshall McLuhan, in
Understanding Media,
stress media’s effects on the variations in the ratio and balance among the senses. One might add that as early as 1938, Alfred North Whitehead (in
Modes of Thought)
called attention to the need for a thorough study of the effects of changes in media on the organization of the sensorium.
The Presence of the Word,
and Marshall McLuhan, in
Understanding Media,
stress media’s effects on the variations in the ratio and balance among the senses. One might add that as early as 1938, Alfred North Whitehead (in
Modes of Thought)
called attention to the need for a thorough study of the effects of changes in media on the organization of the sensorium.
Chapter 3: Typographic America
1
Franklin, p. 175.
Franklin, p. 175.
2
Hart, p. 8.
Hart, p. 8.
3
Hart, p. 8.
Hart, p. 8.
4
Hart, p. 8.
Hart, p. 8.
5
Hart, p. 15.
Hart, p. 15.
6
Lockridge, p. 184.
Lockridge, p. 184.
7
Lockridge, p. 184.
Lockridge, p. 184.
8
Hart, p. 47.
Hart, p. 47.
9
Mumford, p. 136.
Mumford, p. 136.
10
Stone, p. 42.
Stone, p. 42.
11
Hart, p. 31.
Hart, p. 31.
12
Boorstin, p. 315.
Boorstin, p. 315.
13
Boorstin, p. 315.
Boorstin, p. 315.
14
Hart, p. 39.
Hart, p. 39.
15
Hart, p. 45.
Hart, p. 45.
16
Fast, p. x (in Introduction).
Fast, p. x (in Introduction).
17
This press was not the first established on the American continent. The Spanish had established a printing office in Mexico a hundred years earlier.
This press was not the first established on the American continent. The Spanish had established a printing office in Mexico a hundred years earlier.
18
Mott, p. 7.
Mott, p. 7.
19
Boorstin, p. 320.
Boorstin, p. 320.
20
Mott, p. 9.
Mott, p. 9.
21
Lee, p. 10.
Lee, p. 10.
22
Boorstin, p. 326.
Boorstin, p. 326.
23
Boorstin, p. 327.
Boorstin, p. 327.
24
Hart, p. 27.
Hart, p. 27.
25
Tocqueville, p. 58.
Tocqueville, p. 58.
26
Tocqueville, pp. 5-6.
Tocqueville, pp. 5-6.
27
Hart, p. 86.
Hart, p. 86.
28
Curti, pp. 353-354.
Curti, pp. 353-354.
29
Hart, p. 153.
Hart, p. 153.
30
Hart, p. 74.
Hart, p. 74.
31
Curti, p. 337.
Curti, p. 337.
32
Hart, p. 102.
Hart, p. 102.
33
Berger, p. 183.
Berger, p. 183.
34
Curti, p. 356.
Curti, p. 356.
35
Berger, p. 158.
Berger, p. 158.
36
Berger, p. 158.
Berger, p. 158.
37
Berger, p. 158.
Berger, p. 158.
38
Curti, p. 356.
Curti, p. 356.
39
Twain, p. 161.
Twain, p. 161.
40
Hofstadter, p. 145.
Hofstadter, p. 145.
41
Hofstadter, p. 19.
Hofstadter, p. 19.
42
Tocqueville, p. 260.
Tocqueville, p. 260.
43
Miller, p. 269.
Miller, p. 269.
44
Miller, p. 271.
Miller, p. 271.
45
Marx, p. 150.
Marx, p. 150.
Chapter 4: The Typographic Mind
1
Sparks, p. 4.
Sparks, p. 4.
2
Sparks, p. 11.
Sparks, p. 11.
3
Sparks, p. 87.
Sparks, p. 87.
4
Questions were continuously raised about the accuracy of the transcriptions of these debates, Robert Hitt was the verbatim reporter for the debates, and he was accused of repairing Lincoln’s “illiteracies.” The accusations were made, of course, by Lincoln’s political enemies, who, perhaps, were dismayed by the impression Lincoln’s performances were making on the country. Hitt emphatically denied he had “doctored” any of Lincoln’s speeches.
Questions were continuously raised about the accuracy of the transcriptions of these debates, Robert Hitt was the verbatim reporter for the debates, and he was accused of repairing Lincoln’s “illiteracies.” The accusations were made, of course, by Lincoln’s political enemies, who, perhaps, were dismayed by the impression Lincoln’s performances were making on the country. Hitt emphatically denied he had “doctored” any of Lincoln’s speeches.
5
Hudson, p. 5.
Hudson, p. 5.
6
Sparks, p. 86.
Sparks, p. 86.
7
Mill, p. 64.
Mill, p. 64.
8
Hudson, p. 110.
Hudson, p. 110.
9
Paine, p. 6.
Paine, p. 6.
10
Hudson, p. 132.
Hudson, p. 132.
11
Perry Miller, p. 15.
Perry Miller, p. 15.
12
Hudson, p. 65.
Hudson, p. 65.
13
Hudson, p. 143.
Hudson, p. 143.
14
Perry Miller, p. 119.
Perry Miller, p. 119.
15
Perry Miller, p. 140.
Perry Miller, p. 140.
16
Perry Miller, pp. 140-141.
Perry Miller, pp. 140-141.
17
Perry Miller, p. 120.
Perry Miller, p. 120.
18
Perry Miller, p. 153.
Perry Miller, p. 153.
19
Presbrey, p. 244.
Presbrey, p. 244.
20
Presbrey, p. 126.
Presbrey, p. 126.
21
Presbrey, p. 157.
Presbrey, p. 157.
22
Presbrey, p. 235.
Presbrey, p. 235.
23
Anderson, p. 17. In this connection, it is worth citing a letter, dated January 15, 1787, written by Thomas Jefferson to Monsieur de Crève-coeur. In his letter, Jefferson complained that the English were trying to claim credit for an American invention: making the circumference of a wheel out of one single piece of wood. Jefferson speculated that Jersey farmers learned how to do this from their reading of Homer, who described the process clearly. The English must have copied the procedure from Americans, Jefferson wrote, “because ours are the only farmers who can read Homer.”
Anderson, p. 17. In this connection, it is worth citing a letter, dated January 15, 1787, written by Thomas Jefferson to Monsieur de Crève-coeur. In his letter, Jefferson complained that the English were trying to claim credit for an American invention: making the circumference of a wheel out of one single piece of wood. Jefferson speculated that Jersey farmers learned how to do this from their reading of Homer, who described the process clearly. The English must have copied the procedure from Americans, Jefferson wrote, “because ours are the only farmers who can read Homer.”
Chapter
5:
The Peek-a-Boo World
5:
The Peek-a-Boo World
1
Thoreau, p. 36.
Thoreau, p. 36.
2
Harlow, p. 100.
Harlow, p. 100.
3
Czitrom, pp. 15-16.
Czitrom, pp. 15-16.
4
Sontag, p. 165:
Sontag, p. 165:
5
Newhall, p. 33.
Newhall, p. 33.
6
Salomon, p. 36.
Salomon, p. 36.
7
Sontag, p. 20.
Sontag, p. 20.
8
Sontag, p. 20.
Sontag, p. 20.
Chapter 6: The Age of Show Business
1
On July 20, 1984,
The New York Times
reported that the Chinese National Television network had contracted with CBS to broadcast sixty-four hours of CBS programming in China. Contracts with NBC and ABC are sure to follow. One hopes that the Chinese understand that such transactions are of great political consequence. The Gang of Four is as nothing compared with the Gang of Three.
On July 20, 1984,
The New York Times
reported that the Chinese National Television network had contracted with CBS to broadcast sixty-four hours of CBS programming in China. Contracts with NBC and ABC are sure to follow. One hopes that the Chinese understand that such transactions are of great political consequence. The Gang of Four is as nothing compared with the Gang of Three.
2
This story was carried by several newspapers, including the
Wisconsin State Journal,
February 24, 1983, Section 4, p. 2.
This story was carried by several newspapers, including the
Wisconsin State Journal,
February 24, 1983, Section 4, p. 2.
Chapter 7:
“
Now.
..
This”
“
Now.
..
This”
2
MacNeil, p. 2.
MacNeil, p. 2.
3
MacNeil, p. 4.
MacNeil, p. 4.
Chapter 8: Shuffle Off to Bethlehem
1
Graham, pp. 5-8. For a detailed analysis of Graham’s style, see Michael Real’s
Mass Mediated Culture.
For an amusing and vitriolic one, see Roland Barthes’ “Billy Graham at the Winter Cyclodome,” in
The Eiffel Tower and Other Mythologies.
Barthes says, “If God really does speak through the mouth of Dr. Graham, then God is a real blockhead.”
Graham, pp. 5-8. For a detailed analysis of Graham’s style, see Michael Real’s
Mass Mediated Culture.
For an amusing and vitriolic one, see Roland Barthes’ “Billy Graham at the Winter Cyclodome,” in
The Eiffel Tower and Other Mythologies.
Barthes says, “If God really does speak through the mouth of Dr. Graham, then God is a real blockhead.”
2
As quoted in “Religion in Broadcasting,” by Robert Abelman and Kimberly Neuendorf, p. 2. This study was funded by a grant from Unda-USA, Washington, D.C.
As quoted in “Religion in Broadcasting,” by Robert Abelman and Kimberly Neuendorf, p. 2. This study was funded by a grant from Unda-USA, Washington, D.C.
3
Armstrong, p. 137.
Armstrong, p. 137.
4
Arendt, p. 352.
Arendt, p. 352.
Chapter 9: Reach Out and Elect Someone
1
Drew, p. 263.
Drew, p. 263.
2
Moran, p. 122.
Moran, p. 122.
3
Rosen, p. 162.
Rosen, p. 162.
4
Quoted from a speech given on March, 27, 1984, at the Jewish Museum in New York City on the occasion of a conference of the National Jewish Archive of Broadcasting.
Quoted from a speech given on March, 27, 1984, at the Jewish Museum in New York City on the occasion of a conference of the National Jewish Archive of Broadcasting.
5
Moran, p. 125.
Moran, p. 125.
6
From a speech given at the twenty-fourth Media Ecology Conference, April 26, 1982, in Saugerties, New York. For a full account of Dean Gerbner’s views, see “Television: The New State Religion,”
Et cetera
34:2 (June, 1977): 145-150.
From a speech given at the twenty-fourth Media Ecology Conference, April 26, 1982, in Saugerties, New York. For a full account of Dean Gerbner’s views, see “Television: The New State Religion,”
Et cetera
34:2 (June, 1977): 145-150.
Chapter 10: Teaching as an Amusing Activity
1
Dewey, p. 48.
Dewey, p. 48.
2
G. Comstock, S. Chaffee, N. Katzman, M. McCombs, and D. Roberts,
Television and Human Behavior
(New York: Columbia University Press, 1978).
G. Comstock, S. Chaffee, N. Katzman, M. McCombs, and D. Roberts,
Television and Human Behavior
(New York: Columbia University Press, 1978).
3
A. Cohen and G. Salomon, “Children’s Literate Television Viewing : Surprises and Possible Explanations,”
Journal of Communication 29
(1979): 156-163; L. M. Meringoff, “What Pictures Can and Can’t Do for Children’s Story Comprehension,” paper presented at the annual meeting of the American Educational Research Association, April, 1982; J. Jacoby, W. D. Hoyer and D. A. Sheluga,
Miscomprehension of Televised Communications
(New York: The Educational Foundation of the American Association of Advertising Agencies, 1980); J. Stauffer, R. Frost and W. Rybolt, “Recall and Learning from Broadcast News: Is Print Better?,”
Journal of Broadcasting
(Summer, 1981): 253-262; A. Stem, “A Study for the National Association for Broadcasting,” in M. Barret (ed.),
The Politics of Broadcasting, 1971-1972
(New York: Thomas Y. Crowell, 1973); C. E. Wilson, “The Effect of a Medium on Loss of Information,”
Journalism Quarterly
51 (Spring, 1974): 111-115; W. R. Neuman, “Patterns of Recall Among Television News Viewers,”
Public Opinion Quarterly
40 (1976): 118-125; E. Katz, H. Adoni and P. Parness, “Remembering the News: What the Pictures Add to Recall,”
Journalism Quarterly
54 (1977): 233-242; B. Gunter, “Remembering Television News: Effects of Picture Content,”
Journal of General Psychology
102 (1980): 127-133.
A. Cohen and G. Salomon, “Children’s Literate Television Viewing : Surprises and Possible Explanations,”
Journal of Communication 29
(1979): 156-163; L. M. Meringoff, “What Pictures Can and Can’t Do for Children’s Story Comprehension,” paper presented at the annual meeting of the American Educational Research Association, April, 1982; J. Jacoby, W. D. Hoyer and D. A. Sheluga,
Miscomprehension of Televised Communications
(New York: The Educational Foundation of the American Association of Advertising Agencies, 1980); J. Stauffer, R. Frost and W. Rybolt, “Recall and Learning from Broadcast News: Is Print Better?,”
Journal of Broadcasting
(Summer, 1981): 253-262; A. Stem, “A Study for the National Association for Broadcasting,” in M. Barret (ed.),
The Politics of Broadcasting, 1971-1972
(New York: Thomas Y. Crowell, 1973); C. E. Wilson, “The Effect of a Medium on Loss of Information,”
Journalism Quarterly
51 (Spring, 1974): 111-115; W. R. Neuman, “Patterns of Recall Among Television News Viewers,”
Public Opinion Quarterly
40 (1976): 118-125; E. Katz, H. Adoni and P. Parness, “Remembering the News: What the Pictures Add to Recall,”
Journalism Quarterly
54 (1977): 233-242; B. Gunter, “Remembering Television News: Effects of Picture Content,”
Journal of General Psychology
102 (1980): 127-133.
4
Salomon, p. 81.
Salomon, p. 81.
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