The Flickering Mind, by National Magazine Award winner Todd Oppenheimer, is a landmark account of the failure of technology to improve our schools and a call for renewed emphasis on what really works.
American education faces an unusual moment of crisis. For decades, our schools have been beaten down by a series of curriculum fads, empty crusades for reform, and stingy funding. Now education and political leaders have offered their biggest and most expensive promise ever—the miracle of computers and the Internet—at a cost of approximately $70 billion just during the decade of the 1990s. Computer technology has become so prevalent that it is transforming nearly every corner of the academic world, from our efforts to close the gap between rich and poor, to our hopes for school reform, to our basic methods of developing the human imagination. Technology is also recasting the relationships that schools strike with the business community, changing public beliefs about the demands of tomorrow’s working world, and reframing the nation’s systems for researching, testing, and evaluating achievement.
All this change has led to a culture of the flickering mind, and a generation teetering between two possible futures. In one, youngsters have a chance to become confident masters of the tools of their day, to better address the problems of tomorrow. Alternatively, they can become victims of commercial novelties and narrow measures of ability, underscored by misplaced faith in standardized testing.
At this point, America’s students can’t even make a fair choice. They are an increasingly distracted lot. Their ability to reason, to listen, to feel empathy, is quite literally flickering. Computers and their attendant technologies did not cause all these problems, but they are quietly accelerating them. In this authoritative and impassioned account of the state of education in America, Todd Oppenheimer shows why it does not have to be this way.
Oppenheimer visited dozens of schools nationwide—public and private, urban and rural—to present the compelling tales that frame this book. He consulted with experts, read volumes of studies, and came to strong and persuasive conclusions: that the essentials of learning have been gradually forgotten and that they matter much more than the novelties of technology. He argues that every time we computerize a science class or shut down a music program to pay for new hardware, we lose sight of what our priority should be: “enlightened basics.” Broad in scope and investigative in treatment, The Flickering Mind will not only contribute to a vital public conversation about what our schools can and should be—it will define the debate.
From the Hardcover edition.
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|Title of Family & Relationships eBook: The Flickering Mind|
|Release Date: 12-18-2007|
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|Publisher: Random House Publishing Group|
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The Flickering Mind
Education’s History of Technotopia
“Ibelieve that the motion picture is destined to revolutionize our educational system,” Thomas Edison said in 1922, “and that in a few years it will supplant largely, if not entirely, the use of textbooks. I should say that on the average we get only about two percent efficiency out of textbooks as they are written today.” A decade earlier, Edison had been even more pedagogically expansive, saying that film makes it “possible to touch every branch of human knowledge.” Now he added: “The education of the future, as I see it, will be conducted through the medium of the motion picture, a visualized education, where it should be possible to obtain one hundred percent efficiency.” Three years later, Edison’s vision was undiluted: “In ten years textbooks as the principal medium of teaching will be as obsolete as the horse and carriage are now. . . . There is no limitation to the camera.”
Almost as curious as this snippet of grandiose soothsaying from one of America’s greatest inventors is the context in which it was presented. Edison’s outlook was reported in a 1939 book, by which time the author had already found reason to be skeptical of technologists’ promises to schools. The book was entitled Motion Pictures As an Aid In Teaching American History, by Harry Arthur Wise, who used Edison’s quotes to prove an axiom. “Like many new educative devices,” Wise wrote, “the motion picture was received into the school with a confidence and an enthusiasm not well founded.” Educators’ faith in films was particularly unjustifi...