Neil Postman Quote
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.
Neil Postman
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.
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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).