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Neil Postman 1

Neil Postman

Neil Postman

Born March 8, 1931

New York City

Died October 5, 2003

(aged 72)

New York City

Occupation writer, professor

Neil Postman (March 8, 1931October 5, 2003) was an American author, media theorist and cultural critic, who is

best known by the general public for his 1985 book about television, Amusing Ourselves to Death. For more than

forty years, he was associated with New York University. Postman was a humanist, who believed that "new

technology can never substitute for human values."[1]

Biography

Postman was born and spent most of his life in New York City. In 1953, he graduated from State University of New

York at Fredonia where he played basketball. He received a master's degree in 1955 and an Ed.D in 1958, both from

the Teachers College, Columbia University, and started teaching at New York University (NYU) in 1959. In 1971,

he founded a graduate program in media ecology at the Steinhardt School of Education originally known as

SEHNAP, School of Education, Health, Nursing, and Arts Professions, of NYU. In 1993 he was appointed a

University Professor, the only one in the School of Education, and was chairman of the Department of Culture and

Communication until 2002. Among his students were authors Paul Levinson, Joshua Meyrowitz, Jay Rosen, Lance

Strate, and Dennis Smith. He died of lung cancer in Flushing, Queens on October 5, 2003.[2]

Works

Postman wrote 18 books and more than 200 magazine and newspaper articles for such periodicals as The New York

Times Magazine, The Atlantic Monthly, Harper's, Time Magazine, The Saturday Review, The Harvard Education

Review, The Washington Post,Los Angeles Times, Stern, andLe Monde. He was the editor of the quarterly journal

ETC.; A review of General Semantics (founded by S.I. Hayakawa in 1943) from 1976 to 1986. He was also on the

editorial board ofThe Nation.

Amusing Ourselves to Death

Postman's best known book isAmusing Ourselves to Death (1985), a historical narrative which warns of a decline in

the ability of our mass communications media to share serious ideas. Since television images replace the written

word, Postman argues that television confounds serious issues by demeaning and undermining political discourse

and by turning real, complex issues into superficial images, less about ideas and thoughts and more about

entertainment. He also argues that television is not an effective way of providing education, as it provides only

top-down information transfer, rather than the interaction that he believes is necessary to maximize learning. He

refers to the relationship between information and human response as the Information-action ratio.

He draws on the ideas of media theorist Marshall McLuhan to argue that different media are appropriate for different

kinds of knowledge, and describes how cultures value and transfer information oral, literate, and televisual in

different ways. He states that 19th century America was the pinnacle of rational argument, an Age of Reason, in

which the dominant communication medium was the printed word. During this period, complicated arguments could

be transmitted without oversimplification.
http://en.wikipedia.org/w/index.php?title=Age_of_Reasonhttp://en.wikipedia.org/w/index.php?title=Age_of_Reasonhttp://en.wikipedia.org/w/index.php?title=Marshall_McLuhanhttp://en.wikipedia.org/w/index.php?title=Information-action_ratiohttp://en.wikipedia.org/w/index.php?title=Televisionhttp://en.wikipedia.org/w/index.php?title=Amusing_Ourselves_to_Deathhttp://en.wikipedia.org/w/index.php?title=The_Nationhttp://en.wikipedia.org/w/index.php?title=S.I._Hayakawahttp://en.wikipedia.org/w/index.php?title=Le_Mondehttp://en.wikipedia.org/w/index.php?title=Stern_%28magazine%29http://en.wikipedia.org/w/index.php?title=Los_Angeles_Timeshttp://en.wikipedia.org/w/index.php?title=The_Washington_Posthttp://en.wikipedia.org/w/index.php?title=Time_Magazinehttp://en.wikipedia.org/w/index.php?title=Harper%27shttp://en.wikipedia.org/w/index.php?title=The_Atlantic_Monthlyhttp://en.wikipedia.org/w/index.php?title=The_New_York_Timeshttp://en.wikipedia.org/w/index.php?title=The_New_York_Timeshttp://en.wikipedia.org/w/index.php?title=Dennis_Smith_%28firefighter%29http://en.wikipedia.org/w/index.php?title=Lance_Stratehttp://en.wikipedia.org/w/index.php?title=Lance_Stratehttp://en.wikipedia.org/w/index.php?title=Jay_Rosenhttp://en.wikipedia.org/w/index.php?title=Joshua_Meyrowitzhttp://en.wikipedia.org/w/index.php?title=Paul_Levinsonhttp://en.wikipedia.org/w/index.php?title=Steinhardt_School_of_Culture%2C_Education_and_Human_Developmenthttp://en.wikipedia.org/w/index.php?title=Media_ecologyhttp://en.wikipedia.org/w/index.php?title=New_York_Universityhttp://en.wikipedia.org/w/index.php?title=Teachers_College%2C_Columbia_Universityhttp://en.wikipedia.org/w/index.php?title=Ed.Dhttp://en.wikipedia.org/w/index.php?title=State_University_of_New_York_at_Fredoniahttp://en.wikipedia.org/w/index.php?title=State_University_of_New_York_at_Fredoniahttp://en.wikipedia.org/w/index.php?title=New_York_Cityhttp://en.wikipedia.org/w/index.php?title=Humanismhttp://en.wikipedia.org/w/index.php?title=New_York_Universityhttp://en.wikipedia.org/w/index.php?title=Amusing_Ourselves_to_Deathhttp://en.wikipedia.org/w/index.php?title=Cultural_critichttp://en.wikipedia.org/w/index.php?title=Media_theoryhttp://en.wikipedia.org/w/index.php?title=Authorhttp://en.wikipedia.org/w/index.php?title=United_States


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Amusing Ourselves to Death was translated into eight languages and sold 200,000 copies worldwide.

Informing Ourselves to Death

Postman gave a well-known speech at the meeting of the German Informatics Society (Gesellschaft fr Informatik)

on October 11, 1990 in Stuttgart: [3]. He argues that our society relies too heavily on information to fix our

problems, especially the fundamental problems of human philosophy and survival, that information, ever since theprinting press, has become a burden and garbage instead of a rare blessing.

"But what started out as a liberating stream has turned into a deluge of chaos. If I may take my own country as an

example, here is what we are faced with: In America, there are 260,000 billboards; 11,520 newspapers; 11,556

periodicals..." "...Everything from telegraphy and photography in the 19th century to the silicon chip in the twentieth

has amplified the din of information, until matters have reached such proportions today that for the average person,

information no longer has any relation to the solution of problems."

According to his speech, "the tie between information and action has been severed."

"Information is now a commodity that can be bought and sold, or used as a form of entertainment, or worn like a

garment to enhance one's status. It comes indiscriminately, directed at no one in particular, disconnected from

usefulness; we are glutted with information, drowning in information, have no control over it, don't know what to do

with it."

He also compares contemporary society to the Middle Ages, where instead of individuals believing in anything told

to them by religious leaders, now individuals believe everything told to them by science, making people more naive

than in Middle Ages. Individuals in a contemporary society, one that is mediated by technology, could possibly

believe in anything and everything, whereas in the Middle Ages the populace believed in the benevolent design they

were all part of and there was order to their beliefs.

Technopoly

In his 1992 bookTechnopoly: the Surrender of Culture to Technology, Postman defines Technopoly as a society

which believes the primary, if not the only, goal of human labor and thought is efficiency, that technical calculation

is in all respects superior to human judgment ... and that the affairs of citizens are best guided and conducted by

experts.[4]

Postman argues that the United States is the only country to have developed into a technopoly. He claims that the

U.S has been inundated with technophiles who do not see the downside of technology. This is dangerous because

technophiles want more technology and thus more information.[5]

However, according to Postman, it is impossible

for a technological innovation to have only a one-sided effect. With the ever-increasing amount of information

available Postman argues that: Information has become a form of garbage, not only incapable of answering the most

fundamental human questions but barely useful in providing coherent direction to the solution of even mundane

problems.[6]

In a 1996 interview, Postman re-emphasized his solution for technopoly, which was to give students an education in

the history, social effects and psychological biases of technology, so they may become adults who use technology

rather than being used by it.[1]

Postman has been criticized by being called a Luddite, despite his statement in the conclusion ofAmusing Ourselves

to Death that "We must not delude ourselves with preposterous notions such as the straight Luddite position."[7]
http://en.wikipedia.org/w/index.php?title=Ludditehttp://en.wikipedia.org/w/index.php?title=Technopoly:_the_Surrender_of_Culture_to_Technologyhttp://www.mat.upm.es/~jcm/postman-informing.html


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The End of Education: Redefining the Value of School

Social critic Neil Postman has veered away from media and has shifted the focus back onto education. Postman

states, "education without spiritual content or, (as he puts it), without a myth or narrative to sustain and motivate, is

education without a purpose". Postman speaks strongly about the function of school being a democracy where

different views are shared to help unite us. In Postman's view multiculturalism is a separatist movement that destroys

American unity but on the other hand, he discusses teaching through diversity as an important theme that should beutilized in regard to teaching history, culture and language. Postman attempts to formulate new philosophies to help

inform education and give to it an alternative voice.

The Disappearance of Childhood

In 1982's The Disappearance of Childhood, Postman argues that what we define as "childhood" is a modern

phenomenon. He defines "childhood" as the period from around age 7when spoken language is usually mastered

to around age 17 when written language is mastered. Not coincidentally, these ages correspond to the typical

school years.

The word "child" originally meant "son or daughter"; only in modern times did it gain its second meaning - "a person

between birth and full growth". Prior to modern times, children were considered "little" adults, rather than today's

conception of them as "unformed" adults.

In medieval times, children and adults "lived in the same social and intellectual world" (p. 36). Children dressed the

same as adults, shared the same labor and past times (gambling was considered a normal childhood pursuit), and

with literacy confined to special classes (the monks, for example) had similar intellectual levels. Few children

attended school. Children weren't shielded from the harsh realities and shameful secrets of the adult world. Adults

didn't conceal their sexual drives, nor was there a high level of civilized mores defining certain behavior, body

functions and characteristics as distasteful. "Without a well-developed idea of shame, childhood cannot exist" (9). To

Postman, the middle age's absence of literacy, education and shame explains their absence of our conception of

childhood.Postman credits the invention of movable type printing to the idea of childhood. With literacy came adult "secrets,

information available only to adults who could read. And literacy required schools to teach people how to read.

"Because school was designed for the preparation of a literate adult, the young became to be perceived not as

miniature adults, but as ... unformed adults": (p. 41). These two factors created a new social hierarchy - adults now

had "unprecedented control over the symbolic environment of the young" (p. 45). For Postman, 1850-1950 was the

"high-water mark of childhood." Children's birthdays began to be celebrated, and their welfare became viewed as

something special that needed protection. Children gained specialized clothing and literature - different from adults.

Childhood became viewed as an idyllic time of innocence.

In 1950 came television and the disappearance of child. Television is an egalitarian dispenser of information. No

longer were there adult realities and secrets - these were dispensed in news, commercials, and programs to people of

any age. Childhood's innocence was lost and the idea of shame became "diluted and demystified" (p. 85). Television,

which became the dominant source of information (over books), requires no specialized learning, further diminishing

the distinction between children and adults. Some television content adultifies and eroticizes children; some

television infantilizes adults. Television has created a three-stage life cycle: infancy, adult-child, and senility (99).

He notes his opinion relating other changes that have also occurred since 1950, to children becoming more like

adults: divorce, economic realities and womens liberation, in his opinion have led to less nurturing of children.

His evidence for the disappearance of childhood: the rise of crime perpetrated by and against children; the increase in

sexual activity and drug/alcohol abuse in children; children and adults sharing musical tastes, language, literature,

and movies (many big budget movies are comic books that would have been marketed solely to children years ago);the lack of differentiated clothing styles (little girls in high heels, grown men in sneakers). Even childhood games


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Neil Postman 4

have been replaced by organized sports (Little League, Pee Wee, etc.) which are more like adult sports. "Adulthood

has lost much of its authority and aura, and the idea of deference to one who is older has become ridiculous" (p.

133).

He makes a point that civilized behavior acknowledges our animal urges (sex, violence, etc.) but makes them secrets

that are kept hidden from children. Since they are no longer secrets, our society may become more barbarian. A case

in point is foul language, which is no longer kept hidden from children, and has become more predominanteverywhere.

While positing his theory, Postman offers no solution for society on the whole. Even as he wrote in times before

before the widespread availability of the Internet, he acknowledged that there is probably no turning back from our

visual, electronic age. Thus, he writes Resistance entails conceiving of parenting as an act of rebellion against

American culture (p. 152).

On Education

In 1969 and 1970 Postman collaborated with New Rochelle educator Alan Shapiro on the development of a model

school based on the principles expressed in Teaching as a Subversive Activity. The result was the "Program for

Inquiry, Involvement, and Independent Study" within New Rochelle High School.[8]

This "open school" experiment

survived for 15 years. In subsequent years many programs following these principles were developed in American

high schools, current survivors include the Village School[9]

in Great Neck, New York.

In a television interview conducted in 1995 on the MacNeil/Lehrer Hour Postman spoke about his opposition to the

use of personal computers in schools. He felt that school was a place to learn together as a cohesive group and that it

should not be used for individualized learning. Postman also worried that the personalized computer was going to

take away from individuals socializing as citizens and human beings.[10]

Quotations

Children are the living messages we send to a time we will not see.[11]

I don't think any of us can do much about the rapid growth of new technology. However, it is possible for us to

learn how to control our own uses of technology. The "forum" that I think is best suited for this is our educational

system. If students get a sound education in the history, social effects and psychological biases of technology,

they may grow to be adults who use technology rather than be used by it.[1]

Anyone who has studied the history of technology knows that technological change is always a Faustian bargain:

Technology giveth and technology taketh away, and not always in equal measure. A new technology sometimes

creates more than it destroys. Sometimes, it destroys more than it creates. But it is never one-sided. The invention

of the printing press is an excellent example. Printing fostered the modern idea of individuality but it destroyed

the medieval sense of community and social integration. Printing created prose but made poetry into an exotic andelitist form of expression. Printing made modern science possible but transformed religious sensibility into an

exercise in superstition. Printing assisted in the growth of the nation-state but, in so doing, made patriotism into a

sordid if not a murderous emotion.[12]

A new technology tends to favor some groups of people and harms other groups. School teachers, for example,

will, in the long run, probably be made obsolete by television, as blacksmiths were made obsolete by the

automobile, as balladeers were made obsolete by the printing press. Technological change, in other words, always

results in winners and losers.[13]

Television is altering the meaning of "being informed" by creating a species of information that might properly be

called disinformation. Disinformation does not mean false information. It means misleading information -

misplaced, irrelevant, fragmented or superficial information - information that creates the illusion of knowing

something, but which in fact leads one away from knowing.[10]
http://en.wikipedia.org/w/index.php?title=Great_Neck%2C_New_Yorkhttp://en.wikipedia.org/w/index.php?title=New_Rochelle_High_Schoolhttp://en.wikipedia.org/w/index.php?title=Alan_Shapiro_%28education_reformer%29http://en.wikipedia.org/w/index.php?title=New_Rochelle%2C_New_York


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What Orwell feared were those who would ban books. What Huxley feared was that there would be no reason to

ban a book, for there would be no one who wanted to read one. Orwell feared those who would deprive us

information. Huxley feared those who would give us so much that we would be reduced to passivity and egoism.

Orwell feared that the truth would be concealed from us. Huxley feared the truth would be drowned in a sea of

irrelevance. Orwell feared we would become a captive culture. Huxley feared we would become a trivial culture,

preoccupied with some equivalent of the feelies, the orgy porgy, and the centrifugal bumblepuppy.[10]

A definition is the starting point of a dispute, not the settlement.[14]

When I hear people talk about the information super highway, it will become possible to shop at home, and bank

at home, and get your texts at home, and get your entertainment at home, so I often wonder if this doesn't signify

the end of any community life.[10]

In reference to the overload of information since the 1800s Postman speaks about overcoming the limitations of

time, space and form. Information has become full ofInformation junkies, Information glut and Information

meaningless.[10]

Selected bibliography

Television and the Teaching of English (1961).

Linguistics: A Revolution in Teaching with Charles Weingartner (Dell Publishing, 1966).

Teaching as a Subversive Activity with Charles Weingartner (Delacorte Press, 1969)

"Bullshit and the Art of Crap-Detection" - speech given at National Convention for the Teachers of English

(1969)[15]

The Soft Revolution: A Student Handbook For Turning Schools Aroundwith Charles Weingartner (Delacorte

Press, 1971).

The School Book: For People Who Want to Know What All the Hollering is Aboutwith Charles Weingartner

(Delacorte Press, 1973).

Crazy Talk, Stupid Talk: How We Defeat Ourselves By the Way We Talk and What to Do About It(1976).Postman's introduction to General Semantics.

Teaching as a Conserving Activity (1979).

The Disappearance of Childhood(1982).

Amusing Ourselves to Death: Public Discourse in the Age of Show Business (1985).

Conscientious Objections: Stirring Up Trouble About Language, Technology and Education (1988).

How to Watch TV News, with Steve Powers (1992).

Technopoly: the Surrender of Culture to Technology (1992).

The End of Education: Redefining the Value of School (1995).

Building a Bridge to the 18th Century: How the Past Can Improve Our Future (1999).

MacNeil, R. (Writer/Host).Visions of Cyberspace: With Charlene Hunter Gault (1995, July 25). Arlington, VA:MacNeil/Lerner Productions.
http://en.wikipedia.org/w/index.php?title=The_End_of_Education:_Redefining_the_Value_of_Schoolhttp://en.wikipedia.org/w/index.php?title=Technopoly:_the_Surrender_of_Culture_to_Technologyhttp://en.wikipedia.org/w/index.php?title=Steve_Powershttp://en.wikipedia.org/w/index.php?title=Amusing_Ourselves_to_Deathhttp://en.wikipedia.org/w/index.php?title=General_Semanticshttp://en.wikipedia.org/w/index.php?title=Teaching_as_a_Subversive_Activity


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References

[1] PBS Newshour Interview, 1996 (http://www.pbs.org/newshour/forum/january96/postman_1-17. html)

[2] New York Times Obituary: Neil Postman, October 9, 2003 (http://www.nytimes.com/2003/10/09/obituaries/09POST.

html?ex=1381032000&en=b8599f343b896c35&ei=5007&partner=USERLAND)

[3] http://www.mat. upm. es/~jcm/postman-informing.html

[4] (Postman, 1992. p.51)

[5] Howard P. Segal, "Review", The Journal of American History, vol.79, no.4 (March 1993), p.1695-1697[6] Neil Postman, Technopoly: the Surrender of Culture to Technology, (1992), p.69

[7] Neil Postman,Amusing Ourselves to Death, (1985)

[8] http://www.joshkarpf. com/3i/proposal1970. html

[9] Hu, Winnie (November 12, 2007). "Profile Rises at School Where Going Against the Grain Is the Norm" (http://www.nytimes.com/2007/

11/12/education/12village. html). The New York Times. . Retrieved April 6, 2010.

[10] From interview from PBS on MacNeil/Lehrer Hour (1995).

[11] from The Disappearance of Childhood

[12] Talk given at the German Informatics Society (Gesellschaft fuer Informatik) on October 11, 1990 in Stuttgart. (http://www. mat.upm. es/

~jcm/postman-informing. html)

[13] "Informing Ourselves to Death" (1990) (http://www.mat.upm. es/~jcm/postman-informing. html)

[14] "Language Education in a Knowledge Context", 32.

[15] In this speech (http://criticalsnips.wordpress.com/2007/07/22/neil-postman-bullshit-and-the-art-of-crap-detection/), Postman

encouraged teachers to help their students "distinguish useful talk from bullshit". He argued that it was the most important skill students could

learn, and that teaching it would help students understand their own values and beliefs.

External links

The Neil Postman Information Page (http://www.neilpostman.org/)

Neil Postman: Collected Online Articles (http://www.bigbrother.net/~mugwump/Postman)

Neil Postman Writing on the Web (http://www.preservenet.com/theory/Postman. html)

Neil Postman, Defender of The Word (http://findarticles.com/p/articles/mi_hb6405/is_4_60/ai_n29057520/)

by Lance Strate

Many Neil Postman Quotes (http://www.fireandknowledge.org/archives/category/quotes/?s=neil+postman) Discussion on Technology (http://www.scottlondon.com/insight/clips/postman.mp3) with Scott London

(MP3)

The Media Ecology Association (http://www.media-ecology.org/)

Comparative Postman: 1985-2010 (http://www. culturalfarming.com/Ethnography/Neil_Postman.html),

30min. media compilation illustrating the critical merits of technological determinism 25 years later - by Cultural

Farming.
http://www.culturalfarming.com/Ethnography/Neil_Postman.htmlhttp://www.media-ecology.org/http://www.scottlondon.com/insight/clips/postman.mp3http://www.fireandknowledge.org/archives/category/quotes/?s=neil+postmanhttp://en.wikipedia.org/w/index.php?title=Lance_Stratehttp://findarticles.com/p/articles/mi_hb6405/is_4_60/ai_n29057520/http://www.preservenet.com/theory/Postman.htmlhttp://www.bigbrother.net/~mugwump/Postmanhttp://www.neilpostman.org/http://criticalsnips.wordpress.com/2007/07/22/neil-postman-bullshit-and-the-art-of-crap-detection/http://www.mat.upm.es/~jcm/postman-informing.htmlhttp://www.mat.upm.es/~jcm/postman-informing.htmlhttp://www.mat.upm.es/~jcm/postman-informing.htmlhttp://www.nytimes.com/2007/11/12/education/12village.htmlhttp://www.nytimes.com/2007/11/12/education/12village.htmlhttp://www.joshkarpf.com/3i/proposal1970.htmlhttp://en.wikipedia.org/w/index.php?title=Amusing_Ourselves_to_Deathhttp://en.wikipedia.org/w/index.php?title=Technopoly:_the_Surrender_of_Culture_to_Technologyhttp://en.wikipedia.org/w/index.php?title=The_Journal_of_American_Historyhttp://en.wikipedia.org/w/index.php?title=Howard_P._Segalhttp://www.mat.upm.es/~jcm/postman-informing.htmlhttp://www.nytimes.com/2003/10/09/obituaries/09POST.html?ex=1381032000&en=b8599f343b896c35&ei=5007&partner=USERLANDhttp://www.nytimes.com/2003/10/09/obituaries/09POST.html?ex=1381032000&en=b8599f343b896c35&ei=5007&partner=USERLANDhttp://www.pbs.org/newshour/forum/january96/postman_1-17.html


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Article Sources and Contributors 7

Article Sources and ContributorsNeil Postman Source: http://en.wikipedia.org/w/index.php?oldid=457090685 Contributors: AKGhetto, AKeen, Acidburn24m, Ahoerstemeier, Ahujamas214, Alison Rowe,

AllGloryToTheHypnotoad, Andre Engels, Aptpok, Astuishin, Barnittmass229, Barrylb, Bearcat, Bellagio99, Bender235, BerryMAS214, BoyleMAS229, BrabantMAS229, CNicol, CapitalR,

Cgingold, Chau.mas229, Clancelot, Countrymike, Cpiral, D6, Darwinek, Deh58, Detruncate, DevorahLeah, Dga471, Dilgreen, EARed, ELApro, Eaglizard, Eastlaw, Egoistorms, ElBenevolente,

Eloquence, Flaming Grunt, Flaschmas214, Fred Birchmore, Freechild, Future Perfect at Sunrise, Gaueko, Gilliam, Gscshoyru, Gssq, Gustavolau, Gwernol, Heslopian, Hollandwilde, Horsti123,

Irasocol, Ismailmas214, IstvanWolf, J.delanoy, Jack Bauer00, JayJasper, Jemacinn, Jessehofer, Jfdwolff, Johnpacklambert, Jomona57, Jonjalin, Jpkole, Just Jim Dandy, JustAGal, Ken Gallager,

Koavf, L00ptid, Lambdoid, Likeleaves, Macalusso, MakeRocketGoNow, Marcpostman, Marklevine28, Master Scott Hall, Maziotis, Merchbow, Mjklin, Mrh30, Mwmoretti, Nabeth, Nguyen214,

Nguyen229, Oli Filth, Olivier, OnBeyondZebrax, Oswald Glinkmeyer, Pablothegreat85, Petkanas, Pharaoh of the Wizards, Piccadilly, PowlMAS214, Proofreader77, RichardF, Rjwilmsi,Rmhermen, Robclem, Shimgray, SinclairMAS229, Socrates123b, Stan Shebs, Stifle, SummerWithMorons, Tagishsimon, Tea Tzu, Tfarrell, The Dean of Cincinnati, The Rambling Man,

TheGerm, Therneck, Tparameter, Tsemii, Tvoz, Twas Now, Varano, Verne Equinox, Viajero, Who, Wik, Workman, Zenohockey, ZimZalaBim, Zoicon5, , 147 anonymous

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