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The wonders of post-modern technology.......

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Postmodernity and digital communications
Technological utopianism is a common trait in Western history — from the 1700s when Adam Smith essentially labelled technological progress as the source of the Wealth of Nations, through the novels of Jules Verne in the late 1800s (with the notable exception of his then-unpublished Paris in the 20th Century), through Winston Churchill's belief that there was little an inventor could not achieve. Its manifestation in post-modernity was first through the explosion of analog mass broadcasting of television. Strongly associated with the work of Marshall McLuhan who argued that "the medium is the message", the ability of mass broadcasting to create visual symbols and mass action was seen as a liberating force in human affairs, even though at the same time Newton N. Minow was calling television "a vast wasteland".
The second wave of technological utopianism associated with postmodern thought came with the introduction of digital internetworking, and became identified with Esther Dyson and such popular outlets as Wired Magazine. According to this view digital communications makes the fragmentation of modern society a positive feature, since individuals can seek out those artistic, cultural and community experiences which they regard as being correct for themselves.
The common thread is that the fragmentation of society and communication gives the individual more autonomy to create their own environment and narrative. This links into the postmodern novel, which deals with the experience of structuring "truth" from fragments.
At present a debate is raging about postmodernity in relation to the N.S.W Board of Studies English Syllabus. Some politicians, including Prime Minister John Howard, argue that the postmodern syllabus is a load of 'gobbledegook' and is seen as 'trendy' and left of centre. One could argue that they don't understand what is required, or, more likely, they havn't taken the time to actually look at a syllabus that they are ridiculing.
Melina Marchetta is teacher and author of 'Looking for Alibarandi'. She says that
outcomes-based education has not been adopted based on it being "trendy" or "left-wing" or to cater to the needs of young people uninterested in traditional teaching and learning. Rather, she postulates it creates a learning environment that allows students to use their minds well - rationally and creatively.
This is a view with which I very much agree. Melina Marchetta's article 'HSC English is tough and smarter, not dumb and dumber', is well worth the read .
In another related article; 'English teachers shy away from novel approches' , Eva Gold , executive officer from the English Teachers Association, says "Computer texts should be a very popular choice, but haven't been [and] websites are not used as broadly as we would hope."
Brad Spillane urges teachers to respond to the review of the HSC English Prescriptions. He argues that English syllabuses around the country have been the target of right wing commentators from Howard's "gobbledegook" pronouncement to the incessant campaign in the Murdoch press, led by Kevin Donnelly, Imre Saluszinsky and others, attacking the balanced approach to the teaching of reading, critical literacy, literacy tests and senior syllabuses.



Postmodernism.....find out more