At its best, schooling can be about how to make a life, which is quite different from how to make a living. - Neil Postman

To engage the written word means to follow a line of thought, which requires considerable powers of classifying, inference-making and reasoning. It means to uncover lies, confusions, and overgeneralizations, to detect abuses of logic and common sense. It also means to weigh ideas, to compare and contrast assertions, to connect one generalization to another. To accomplish this, one must achieve a certain distance from the words themselves, which is, in fact, encouraged by the isolated and impersonal text. That is why a good reader does not cheer an apt sentence or pause to applaud even an inspired paragraph. Analytic thought is too busy for that, and too detached.

There is nothing wrong with entertainment. As some psychiatrist once put it, we all build castles in the air. The problems come when we try to live in them. The communications media of the late nineteenth and early twentieth centuries, with telegraphy and photography at their center, called the peek-a-boo world into existence, but we did not come to live there until television. Television gave the epistemological biases of the telegraph and the photograph their most potent expression, raising the interplay of image and instancy to an exquisite and dangerous perfection. And it brought them into the home. We are by now well into a second generation of children for whom television has been their first and most accessible teacher and, for many, their most reliable companion and friend. To put it plainly, television is the command center of the new epistemology. There is no audience so young that it is barred from television. There is no poverty so abject that it must forgo television. There is no education so exalted that it is not modified by television. And most important of all, there is no subject of public interest — politics, news, education, religion, science, sports — that does not find its way to television. Which means that all public understanding of these subjects is shaped by the biases of television.

You cannot avoid making judgements but you can become more conscious of the way in which you make them. This is critically important because once we judge someone or something we tend to stop thinking about them or it. Which means, among other things, that we behave in response to our judgements rather than to that to which is being judged. People and things are processes. Judgements convert them into fixed states. This is one reason that judgements are often self-fulfilling. If a boy, for example, is judged as being "dumb" and a "nonreader" early in his school career, that judgement sets into motion a series of teacher behaviors that cause the judgement to become self-fulfilling. What we need to do then, if we are seriously interested in helping students to become good learners, is to suspend or delay judgements about them. One manifestation of this is the ungraded elementary school. But you can practice suspending judgement yourself tomorrow. It doesn't require any major changes in anything in the school except your own behavior.