steve's last paragraphs are significant. "The Ecology of Education" is a
rather prescient term. As Humpty Dumpty says in "Alice in Wonderland", (in
paraphrase), "A world means exactly what I want it to mean, neither more
nor less...."   We presume that the words in our exchanges are understood,
or sometimes we ignore what others have to say because we don't or don't
want to understand. The cultural overlay is what creates diplomatic
nightmares, wars and other discontinuities. 

Semantics often seems like an academic issue and not of relevance to those
working to close the digital divide. And thus it is often deliberately
eschewed. Similarly there is a proclivity to reject those whose vocabulary
might be considered "academic" or seemingly obscure. Yet, as we know, words
have killed in Kafka-esque situations; and even among peers, much less,
persons of different cultural backgrounds, exchanges can seem obscure.

It has been demonstrated that there is need to understand what Steve
describes as "ecology" of education; yet this has caused serious problems
because it seems almost a distraction or even an obstruction to the efforts
to close the digital divide.

tom abeles
------------------------------

A key question, then:

If the schools teach students how to bring Kevin's words to their screens
but they can't read them with understanding, has there been a tradeoff
involved that is harmful to society?

 One possibility is that we have to rethink the ecology of education: what
piece of education is assigned to  the home, the neighborhood, the church,
the school, and the other agencies of a society.

It may be that other agencies, or even self-instruction, can teach the young
to operate the radio, television set, the cell phone, and the computer,
while we need schools to teach the far more difficult technologies of deep
reading and writing.

Steve Eskow

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