PHI 1110: Language.

Logic & Persuasion (ONLINE)

Becky Vartabedian. Metropolitan State College oI Denver

Neil Postman`s ~Virtual Students. Digital Classroom - an Analysis

We all know how to read (!). and many oI us are at stages in our scholarly careers where engaging
iournal articles and other source material is a matter oI course. What this series oI assignments attempts
to demonstrate - with Hughes`s suggestions - is a way oI reading articles eIIectively to ascertain their
main ideas and maior sources oI evidence. In this document I describe some strategies Ior identiIying the
main premises and conclusion oI Postman`s 1995 argument. Use this inIormation to help complete your
analysis in discussions #5 and #6.

NB: this document is made available ONLY to students who completed the 1ournal Entry #3. DO
NOT CIRCULATE.

(1) Working the Conclusion: It seems as though there are three possible conclusions in this argument:
CONCLUSION: 'New technology needs to be discussed without the hyperactive Iantasies oI
cheerleaders (Postman. 378).
CONCLUSION: Technology is a Ialse god that ought not be worshipped (paraphrased Irom
Postman. 377 and 382).
CONCLUSION: Until we have machines that can address problems oI sociability in
students. 'we must be more modest about this god oI Technology and certainly not pin our hopes
on it (Postman. 382 c1).

In order to determine the better (or more likely) conclusion oI Postman`s article. we should turn to the
evidence. We want the conclusion that most or all of the evidence 'points` or leads toward. I`ll say a bit
more about why this is necessary toward the end oI this document.

(2) IdentiIying the Premises: Remember that a premise is any piece oI inIormation that goes in support
oI the conclusion. A good argument should have more than one premise to rely on. In order to determine
the premises oI the argument. I`ve provided three groups oI evidence that seem to emerge Irom a reading
oI Postman`s article. These sets oI evidence will provide the Iramework Irom which I would develop a
scheme or analysis oI the argument`s premises.

Evidence Group #1: the relation of technology to education and children.
In this category. we would identiIy the position oI the 'cheerleaders like Perelman and
Ravitch. Perelman and Ravitch are identiIied as the most enthusiastic proponents oI the "God oI
technology." and they claim that technology has made school irrelevant (as Perelman claims) or
technology challenges the traditional model oI school (as Ravitch is portrayed as arguing). Such
positions share or partake in "a conIident and typical sense oI unreality" (Postman. 377 c1). The
examples in Ravitch's explanation suppose too much. according to Postman.
The computer prioritizes inIormation access. but inIormation has always been accessible
outside oI school (this is the consequence oI the 'technological thrust oI the nineteenth
century (Postman. 378 c2)). Postman Iurther claims that getting access to inIormation is not
the problem. "but what to do with all the inIormation available to her during the day. as well
as during sleepless nights" (Postman. 378 c2). Here Postman identiIies the potential oI being
overwhelmed by inIormation to such a degree that it impacts the psychology. sleep habits. and
PHI 1110: Language. Logic & Persuasion (ONLINE)
Becky Vartabedian. Metropolitan State College oI Denver

motivation oI children.

Evidence Group #2: Technology as a ~Faustian Bargain. |Do you know what a 'Faustian Bargain
is?|
By Postman`s lights. technology gives and takes away in equal measure. Here he cites a variety
oI advances. including the combustion engine. television. and the printing press as the sorts
oI advancements in Iavor oI 'ampliIying personal autonomy and (in some cases) 'individual
problem-solving (Postman. 380 c2). But each advancement comes with a cost. In the case oI the
computer. the emphasis toward personal autonomy may come at the cost oI sociability and one`s
ability to interact well with peers.
The computer may have an impact on children with respect to their motivation. their respect Ior
authority. and their psychological sustenance.
An emphasis on equality (Postman. 380 c2) and the "liberalizing spirit" oI technology
championed by the cheerleaders (the position that technology will give all students equal access
to the best teachers and same quality oI inIormation) omits or ignores the necessary social
values that require "many years oI teaching . in school beIore they have been accepted and
internalized" (Postman. 381 c1). This is the substance oI Postman's including the examples Irom
Robert Fulghum's All I Reallv Need to Know I Learned in Kindergarten. which he introduces at
the bottom oI 380 and the top oI 381.

Evidence Group #3: Technology as an Object of Inquiry
Schools can provide children with technological education that empowers them to learn 'not how
to use them. but how they use us (Postman. 380 c1). That is. technological education should
create in students an awareness oI how technology impacts each oI us. Postman claims that such a
Iocus would transIorm technology to 'an obiect oI inquiry so that Little Eva and Young John are
more interested in asking questions about the computer than getting answers Irom it (Postman.
380 c1). Here Postman insists on an attitude toward technology that does not blindly accept every
advance it provides (or seems to advance).

II the author identiIies clearly their premises (which they will sometimes - clear indicators like 'First ...
Second ... Third ... are oIten used to alert readers to the presence oI claims supporting the main
argument). these should be used. Since Postman`s article doesn`t bear these structural markers. I
summarize these three groupings oI evidence into three premises. which should be accurate paraphrases
oI or paraphrases in line with the evidence laid out above.
1


PREMISE 1: The rise oI computer technology in educational environments emphasizes an
unprecedented access to inIormation. Some seem to think that new technology
challenges the need Ior traditional models oI school. and others seem to think
traditional schooling is completely unnecessary.

PREMISE 2: A survey oI technological developments indicates that although they support
personal autonomy and independence. this value comes at the cost oI sociability.
1
say "should be as a caution here - we must work in our paraphrases to stick as closely to the original
material of the argument as possible.
PHI 1110: Language. Logic & Persuasion (ONLINE)
Becky Vartabedian. Metropolitan State College oI Denver

social values. and psychology important to our Iunctioning in groups.

PREMISE 3: Instead oI being taught only how to manipulate technology. we should also cultivate
an awareness oI each person`s relationship to technology. In Postman`s words.
technology education must teach students 'not how to use them (technological
advances). but how (advances) use us (Postman. 380 c1).

(3) Returning to the Conclusion: Given these premises. then. it seems that the best or most likely
conclusion oI the Postman article is Until we have machines that can address problems oI sociability in
students. 'we must be more modest about this god oI Technology and certainly not pin our hopes on it
(Postman. 382 c1). As I said above. we want the conclusion that most oI the evidence points toward. By
doing this. we may be able to disarm some oI the rhetorical strategies that an author uses in an argument
that seem relevant. but are only stylistic touches that provide little in the way oI support Ior the overall
argument.
By identiIying premises and conclusion in this manner. I can determine the structure oI the
argument. I can also evaluate the quality oI the premises Ior adequacy and relevance. not on my re-
statements alone. but in keeping with the variety oI evidences I`ve identiIied in my reading above. It`s
also possible to now come up with a counter-example or two to discredit or challenge one oI the premises.
which may serve to weaken Postman`s overall argument.