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Cultures may be classed into three types: tool-using cultures, technocracies, and technopolies. ...until the seventeenth century, all cultures were t… - Neil Postman
" "Cultures may be classed into three types: tool-using cultures, technocracies, and technopolies. ...until the seventeenth century, all cultures were tool-users. ...the main characteristic of all tool-using cultures is that their tools were largely invented to do two things: to solve specific and urgent problems of physical life, such as in the use of waterpower, windmills, and the heavy-wheeled plow; or to serve the symbolic world of art, politics, myth, ritual, and religion, as in the construction of castles and cathedrals and the development of the mechanical clock. In either case, tools (...were not intended to attack) the dignity and integrity of the culture into which they were introduced. With some exceptions, tools did not prevent people from believing in their traditions, in their God, in their politics, in their methods of education, or in the legitimacy of their social organization...
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About Neil Postman
Neil Postman (8 March 1931 - 5 October 2003) was an American author, educator, media theorist and cultural critic, who eschewed technology, including personal computers in school and cruise control in cars, and is best known for twenty books regarding technology and education and his association with New York University for more than forty years.
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Additional quotes by Neil Postman
It would be a serious mistake to think of Billy Graham or any other television revivalist as a latter-day Jonathan Edwards or Charles Finney. Edwards was one of the most brilliant and creative minds ever produced by America. His contribution to aesthetic theory was almost as important as his contribution to theology. His interests were mostly academic; he spent long hours each day in his study. He did not speak to his audiences extemporaneously. He read his sermons, which were tightly knit and closely reasoned expositions of theological doctrine
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In plain, what passes for a curriculum in today's schools is little else than a strategy of distraction... It is largely defined to keep students from knowing themselves and their environment in any realistic sense; which is to say, it does not allow inquiry into most of the critical problems that comprise the content of the world outside the school (...one of the main differences between the "advantaged" student and the "disadvantaged" is that the former has an economic stake in giving his attention to the curriculum while the latter does not. In other words, the only relevance of the curriculum for the "advantaged" student is that, if he does what he is told, there will be a tangible payoff.)
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