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proximity1: Le destin technologique , which presents interesting complementary reading to Technopoly, was published in the same year, 1992. Both are fascinating and both are by brilliant thinkers. See also, by J-J Salomon, in English, Mirages of development : science and technology for the third worlds … (más)
proximity1: The logical consequences of technopoly go hand in hand with an ever-expanding and ever-more-intrusive state surveillance aparatus which their proponents try to justify by assumptions about national security matters. These works, both so important, should be read together or serially for greater effect.… (más)
themulhern: These books have an affinity: Postman looks at the bigger picture and Poundstone is relatively trivial. Poundstone is a great deal more contemporary. They both are about a technology that can take away all our capacity to think.
La tesis del autor, que suscribo, es que las tecnologías -en contra de la idea extendida- no son neutras. En ellas está inscrita una forma de ver el mundo, una manera de valorar una cosa más que otra, un medio para desarrollar un sentido, una habilidad o una actitud más que otra. A una persona armada con un martillo todo le parecen clavos.. En el siglo XXI a otra que maneja un ordenador... todo le parece información. ( )
Información procedente del conocimiento común inglés.Edita para encontrar en tu idioma.
Whether or not it draws on new scientific research, technology is a branch of moral philosophy, not of science. Paul Goodman, New Reformation
Dedicatoria
Información procedente del conocimiento común inglés.Edita para encontrar en tu idioma.
For Faye and Manny
Primeras palabras
Información procedente del conocimiento común inglés.Edita para encontrar en tu idioma.
You will find in Plato's Phaedrus a story about Thamus, the king of a great city in Upper Egypt.
Citas
Últimas palabras
Información procedente del conocimiento común inglés.Edita para encontrar en tu idioma.
On the matter of roots, I want to end my proposal [ "that every teacher ... be a 'history' teacher" ... "that every subject be taught as history"...] by including two subjects indispensible to any understanding of where we have come from. The first is the history of technology, which as much as any science and art provides part of the story of humanity's confrontation with nature and indeed with our own limitations. It is important for students to be shown, for example, the connection between the invention of eyeglasses in the thirteenth century and experiments with gene-splicing in the twentieth: that in both cases we reject the proposition that anatomy is destiny, and through technology define our own destiny. In brief, we need students who will understand the relationships between our technics and our social and psychic worlds, so that they may begin informed conversations about where technology is taking us and how. ...
To summarize: I am proposing, as a beginning, a curriculum in which all subjects are presented as a stage in humanity's historical development; in which the philosophies of science, of history, of language, of technology, and of religion are taught; and in which there is a strong emphasis on classical forms of artistic expression. This is a curriculum which goes "back to the basics" but not quite in the way the tecnocrats mean it. And it is most certainly in opposition to the spirit of Technopoly. I have no illusion that such an education program can bring a halt to the thrust of a technological thought-world. But perhaps it will help to begin and sustain a serious conversation that will allow us to distance ourselves from that thought-world, and then criticize and modify it. Which is the hope of my book as well.