Neil Postman Quote

But it is not time constraints alone that produce such fragmented and discontinuous language. When a television show is in process, it is very nearly impermissible to say, Let me think about that or I don't know or What do you mean when you say...? or From what sources does your information come? This type of discourse not only slows down the tempo of the show but creates the impression of uncertainty or lack of finish. It tends to reveal people in the , which is as disconcerting and boring on television as it is on a Las Vegas stage. Thinking does not play well on television, a fact that television directors discovered long ago. There is not much to in it. It is, in a phrase, not a performing art. But television demands a performing art.

Neil Postman

But it is not time constraints alone that produce such fragmented and discontinuous language. When a television show is in process, it is very nearly impermissible to say, Let me think about that or I don't know or What do you mean when you say...? or From what sources does your information come? This type of discourse not only slows down the tempo of the show but creates the impression of uncertainty or lack of finish. It tends to reveal people in the , which is as disconcerting and boring on television as it is on a Las Vegas stage. Thinking does not play well on television, a fact that television directors discovered long ago. There is not much to in it. It is, in a phrase, not a performing art. But television demands a performing art.

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About Neil Postman

Neil Postman (March 8, 1931 – October 5, 2003) was an American author, educator, media theorist and cultural critic, who eschewed digital technology, including personal computers, mobile devices, and cruise control in cars, and was critical of uses of technology, such as personal computers in school. He is best known for twenty books regarding technology and education, including Amusing Ourselves to Death (1985), Conscientious Objections (1988), Technopoly: The Surrender of Culture to Technology (1992), The Disappearance of Childhood (1982) and The End of Education: Redefining the Value of School (1995).