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Fatal Amusements: Contemplating the Tempest of Contemporary Media and American Culture

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    [Villanova University
    Ignite Change Now]
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    [Fatal Amusements Nov 3, 2014
    Garey Hall - Villanova University]
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    [Contemplating Contemporary Media]
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    [Dr. Lance Strate
    Harron Family Chai in Communication]
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    [Villanova University does not endorse and assumes no liability for the materials apearing or opinions expressed in this video]
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    (Applause)
    (Lance Strate) Well thank you
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    I don't think, I don't know, does it
    matter? Do we need the microphone?
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    do we need them
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    Can you hear me, you hear me OK?
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    OK, so we will set aside this prop and
    thank you very much I am indeed honored
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    to have been chosen as the
    Haron Family Chair for this year
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    and I'd like to thank the NBC family, Provost Mcginty
    Dean Landmeyer Maurice Hall, of course, (check)
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    the chair of the department Heidy Rose and
    Cheryl Bowen and the rest of the
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    Department of Communication, including
    the ones who really run the place,
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    Loretta and Maria.
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    It's been a great pleasure to be
    part of this faculty this semester
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    and especially to spend time
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    with the wonderful graduate and
    undergraduate students
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    that attend here at Villanova.
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    So I think it's, no doubt,
    it's something of a cliche
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    for visitors to begin by making reference
    to our close proximity
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    to the birthplace of the US.
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    And far be it from me
    to break with tradition.
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    So let me begin by posing the question:
    If Benjamin Franklin we're here today,
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    what do you think he would make of the
    possibility of Donald Trump as president?
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    (laughter
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    Or to put it more generally, what would
    the founders of the American Republic
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    have to say about the State of
    the Union in the 21st century?
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    Now, I hasten to add that when I speak
    of the Founders, I want to set aside
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    all that racism sexism
    all the other awful isms
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    that were part and parcel of their times.
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    I just want to consider them
    as embodiments of the ideals
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    that they set forth in their writings.
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    And you can say I'm being a romantic
    but this is my thought experiment
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    so you'll have to bear with me, and so
    I ask you to imagine what these champions
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    of reason and rationality, freedom
    and equality, justice and democracy
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    would make of contemporary
    American culture?
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    What would they make of a culture
    that's been shaped
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    by instantaneous communication,
    that's dominated by the video image,
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    transformed by the internet social media
    and mobile devices?
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    What would they make of the ways
    in which public discourse
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    has been altered and influenced
    by our electronic communications?
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    Well, let me suggest to you that some of
    the words that might come to mind
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    might be: disturbed, disappointed,
    maybe even disgusted.
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    And don't get me wrong:
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    I do think they'd be duly impressed by all
    the progress that we've made
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    in science and technology
    over the past 230 years.
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    I also think they'd recognize the progress
    we've made regarding human rights
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    over the past two centuries,
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    but I do believe that
    our founders would express
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    grave and profound concern
    about our future
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    When Benjamin Franklin uttered the ominous
    reply regarding the kind of government
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    they had created "A republic, if you can
    keep it,"
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    The danger he foresaw was a return to
    some form of authoritarian government
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    but what George Orwell depicted
    in his novel 1984,
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    that would have been more extreme than
    anything that Franklin had known
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    but he would easily understood the basic
    premise of coercion oppression and fear
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    under which totalitarian regimes operate.
    ////
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    what franklin never imagined in
    his wildest dreams that the reports that
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    wrote the Republic might be lost
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    not by force of arms but by fulfillment
    of our desire to have fun and he
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    therefore would have been baffled by the
    kind of dystopia depicted in Aldous
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    Huxley Aldous Huxley in his novel brave
    new world but I believe that he would
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    agree that Huxley was more prophetic the
    Norwell a point that Neil Postman
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    observed in his best-known book amusing
    ourselves to death so let me quote to
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    you now from the opening of that book
    postman wrote
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    what orwell feared was though where
    those who would ban books what Huxley
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    feared was that there would be no reason
    to ban a book for there would be no one
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    wanted to read one or welfare those who
    would deprive us of information
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    Huxley feared those who would give us so
    much that we would be reduced to
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    passivity and egoism orwell feared that
    the truth would be concealed from us
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    oxley fear the truth would be drowned in
    a sea of irrelevance orwell feared we
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    would become a captive culture oxley
    feared we would become a trivial culture
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    preoccupied with some equivalent of the
    Feelies the orgy porgy and the
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    centripetal bubble puppy as Huxley
    remarks in brave new world revisited the
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    civil libertarians and rationalists
    failed to take into account man's almost
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    infinite appetite for distractions in
    1984 Huxley added people are controlled
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    by inflicting pain and brave new world
    they are controlled by inflicting
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    pleasure in short orwell feared that
    what we hate will ruin us Huxley feared
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    that what we love will ruin us now as
    you may have noticed the title of my
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    talk fatal amusements is a tribute to
    the book that post published thirty
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    years ago and in my thought experiment
    I'd like to think that Franklin
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    Jefferson and company would find a
    glimmer of hope and postman's
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    explanation of how public discourse is
    shaped by our media of communication and
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    since this is my thought experiment I'd
    also like to imagine that they gain some
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    additional encouragement from the
    footnote and follow-up to post mean that
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    I published last year a book entitled
    amazing ourselves to death in the old
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    postman's brave new world revisited I
    want to believe that
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    and in all fairness to benjamin Franklin
    he certainly would have been familiar
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    with the old saying Nero fiddled while
    Rome burned which is a popular metaphor
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    for irresponsible and foolish action in
    the face of serious events fiddling
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    while Rome burns has been used in
    particular to refer to inaction on the
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    part of political leaders in the face of
    a crisis but as citizens in a democracy
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    responsible for governing ourselves
    there are no solo acts when it comes to
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    fiddling around we're all playing in the
    band fiddling while Rome burns might
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    well have been an alternative title for
    amusing ourselves to death which postman
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    wrote not in puritanical condemnation of
    all pastimes and leisure pursuits nor is
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    an elitist screed promoting the poor
    taste of youth today or the loss of
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    manners or moral standards the problem
    that post man identified is not that we
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    seek pleasure or like to have fun or
    amusements are part of what make us
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    human
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    the problem instead is one of context in
    the context of a city on fire
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    we ought to expect to serious response
    from our leaders not a musical one in
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    the context of certain activities such
    as a courtroom trial religious ceremony
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    or classroom we ought to expect a
    certain measure of decorum and behavior
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    appropriate to such situations at the
    very least to prevent their destruction
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    and in the context of the vital matters
    that must be dealt with within a
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    democratic society we ought to expect
    some serious discussion and debate as a
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    basis for making decisions
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    understanding context is at the core of
    postman's message and understanding
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    eloquently expressed in ecclesiastes to
    everything there is a season and a time
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    to every purpose under heaven postman's
    argument and is that there's a time for
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    amusement and it's time to be serious
    and as our media and technology of
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    expanded our ability to amuse ourselves
    we've lost the ability
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    to distinguish between the two and this
    blurs the boundaries in favor of
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    amusement as a consequence we find
    ourselves suffering from too much of a
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    good thing we know quite well that too
    much of the food that nourishes us leads
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    to obesity that too much of the exercise
    that strengthens the body can cause it
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    damaged that too much of a dose of
    medicine that cures disease can be
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    deadly
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    the primary value for any ecological
    system is balanced and post man
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    identified late twentieth-century
    American culture as dangerously out of
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    balance his reference to death in the
    book's title amusing ourselves to death
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    was no mere hyperbole but an indication
    that our loss of balance had called into
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    question the very survival of our
    culture of liberal democracy and even of
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    humanity as a species so whether the
    tune we imagine Nero playing was a
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    raucous fire on the mountain
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    rendition of hearts and flowers in the
    face of such nihilistic soundtracks we
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    might invoke an altogether different
    more hopeful musical that of Fiddler on
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    the Roof Inn at musical texture the main
    character says of himself and his fellow
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    villagers that every one of us is a
    fiddler on the roof trying to scratch
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    out a pleasant simple tune without
    breaking his neck and while he goes on
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    to sing about tradition the theme of the
    play is the need to cope with change
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    with modernization in the face of events
    that would have otherwise been entirely
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    demoralizing disorienting and
    destabilizing tradition served as a
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    much-needed counterweight again
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    context is essential under other
    conditions and unchecked emphasis on
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    tradition might lead to a rigid
    inflexible culture unable to adapt to
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    changing circumstances so context and
    balance or two fundamental elements of
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    an ecological approach to understanding
    media which is to say that they are
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    fundamental
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    to the field of media ecology a postman
    introduced the phrase media ecology back
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    in 1968 defining it as the study of
    media as environments and noting that he
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    was not inventing the field that it was
    already in existence and that he was
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    just naming it and to this side at that
    the best known most frequently cited
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    media ecology scholar would be Marshall
    McLuhan and its famous maximum the
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    medium is the message can be considered
    the first axiom or rather the first
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    aphorism of our field to put it
    succinctly the medium is the message
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    asks us to pay attention to how we do
    things because the way that we do things
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    as much to do with what we end up doing
    and with the results of our actions and
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    with who we are and who we become idea
    has been expressed in many different
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    ways winston churchill said we shape our
    buildings there after they shape us and
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    the Koolance associate John culkin
    expanded that as we shape our tools and
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    thereafter they shape us back in the
    nineteenth century Henry David Thoreau
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    remarked we do not ride on the rail
    wrote it rides upon us and Mark Twain
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    quipped that when you have a hammer in
    your hand everything else looks like it
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    now you know my mother was fond of
    saying how you make your bad so you
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    shall sleep which has its origins as a
    15th century French proper course the
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    English version is you made your bed go
    sleep on it which is more go sleep in it
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    which is more judgmental s media logical
    but also in the 15th century the English
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    rider and pioneering printer William
    Caxton published a retailing of Aesop's
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    fables that had the first English
    version of the same ask a silly question
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    get a silly answer and it's a
    fundamental idea and media ecology that
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    the kinds of questions we ask have quite
    a lot to do with the kinds of answers
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    that we obtain
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    pain but you can find this idea in the
    Bible as well in the New Testament
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    Gospel of Matthew Jesus declares all
    that live by the sword shall die by the
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    sword and in the hundred fifteen psalm
    of David there's a passage about the
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    worship of idols that concludes they
    that make them she'll be like onto them
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    yay everyone that trusteth in while the
    basic idea is an ancient 11 of the
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    direct sources of inspiration from the
    Coons famous saying came from the
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    anthropologist Ashley Montegut who wrote
    that and I quote in teaching it is the
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    method and not the content that is the
    message and not Montacute went on to
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    declare that the quote that education
    quote does not depend upon the
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    transmission of knowledge but upon the
    manner in which the knowledge is
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    transmitted by the teacher so from the
    media ecology perspective a teacher's a
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    type of medium and the student is the
    message or to put it another way the
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    relationship between teacher and student
    is the medium relationships are media
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    and the teacher-student relationship is
    the most important medium of education
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    of all at this point let me acknowledge
    them trying to provide a brief
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    explanation of the field of media
    ecology but I've already exceeded the
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    time limit and given for what's come to
    be known as an elevator speech is also
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    known as an elevator pitch the concept
    is based on the way in which in elevator
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    ride shapes our relationships and
    discourse given the fact that it's
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    characterized by a captive audience a
    relatively intimate space in the
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    relatively brief duration we might
    contrasted then to the ways in which our
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    relationships and forms of discourse are
    influenced by the characteristics of a
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    classroom or a living room or a bar room
    we might also note how all of these
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    instances differ from the relationships
    we enter into and the forms of discourse
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    we encounter when we read a book or go
    to the movies or you
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    use social media as you probably have
    noticed I'm using a much broader
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    definition of the terms media and medium
    and scholars in other fields use it
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    incorporates all of the ways in which we
    communicate that means and methods we
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    use the many modes and codes of
    communication available to us the
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    situations and spaces the contacts and
    relationships all of the ways in which
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    we mediate between each other and with
    our environment and this includes all
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    manner of technology and technique not
    just those associated with communication
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    but communication is a particular focus
    because it's central to the human
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    condition
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    language and simple uses what
    distinguishes us from other species
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    giving us what Alfred Krzyzewski
    referred to as the capacity for time
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    finding for preserving knowledge
    transmitting it to future generations
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    and evaluating what we know in order to
    make progress so media ecology
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    scholarship's are often concerned with
    the differences that distinguish one
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    medium or form of communication from
    another which in turn means that
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    different media affect us in different
    ways as the influence and shape the way
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    that we think he'll act use our senses
    organize ourselves collectively and
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    create and maintain cultural
    continuities this means that the
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    introduction of a new medium can have
    profound effects on individuals and
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    societies and that's because media
    constitute environments that shape and
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    influence us in the same way that
    biological and geological environments
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    shape and influence organisms and
    species it follows that media ecology is
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    concerned with the process of change
    when you introduce a change into an
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    interdependent system its effects can
    give rise to secondary effects and those
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    two church sure you effects and so on
    through many generations of interactive
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    facts that's why we understand that the
    introduction of a new medium has an
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    ecological effect not simply added to
    the old system plus the new medium but
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    transformative resulting in a change to
    the entire system throughout the entire
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    system and because of the complexity of
    ecological strange we should understand
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    that some of the effects will be
    unanticipated on an unpredictable that
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    we'll never know for certain all of the
    consequences of any given innovation
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    this means there'll always be negative
    effects that accompanied the positive
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    effects that every benefit will come
    with a cost and it may well be that the
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    benefit is worth the cost but does it
    really make sense to buy into an
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    innovation without first looking at the
    price tag the old sales slogan buy now
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    pay later pretty much sum saw our
    contemporary approach to technology and
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    much like buying on credit we never
    really know how much will pay for our
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    purchases in the end
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    given the concern with change media
    ecology provides us with the way to
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    understand human history
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    simply put language and speech are basic
    to the human condition
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    systems of notation and especially
    writing systems are intimately connected
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    to the transition from tribal societies
    to more complex forms of social
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    organization cities kingdoms and empires
    alphabetic writing and particulars what
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    gives Western culture what gave Western
    culture its distinctive characteristics
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    the invention of the printing press with
    movable type is closely associated with
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    the shift from the medieval to the
    modern era in Europe and the electronic
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    media brought the modern era to a close
    moving us into a new era some refer to
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    as postmodern of course the spells the
    end not only of modernity but of almost
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    4,000 years of alphabetic culture and
    that's why mcluhan once pointed out
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    pointed to a TV set
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    and he said the following this is from
    one of his biographies quoting do you
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    really want to know what I think that
    thing if you want to save one shred of
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    her breakup greco-roman Medieval
    Renaissance enlightenment modern Western
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    civilization you'd better get an ax and
    smash all the sex is being a bit extreme
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    you might say hi and even postman who
    was often labeled and died would agree
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    but the important point is that all the
    benefits that we've gained from our
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    electronic media come with the cost we
    need to know what the cost has been and
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    what it yet might be so we can start by
    noting that the first form of alphabetic
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    writing the Semitic alpha put it as used
    by the ancient Israelites went along
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    with the introduction of monotheism and
    religion based on a sacred texts with
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    the first historical narrative in the
    first system of codified law and what
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    went with it was a generalized
    conception of justice and human rights
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    and this was followed by the Greek
    alphabet which made possible rhetoric
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    and philosophy theater and theoretical
    science the first monetary system in the
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    first form of democratic government the
    shift from a reality to literacy vastly
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    increased our capacity for time binding
    opening the door to significant progress
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    in all aspects of human life now the
    printing press amplified the impact of
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    the written word well introd introducing
    new effects of its own so given the fact
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    that Villanova is an Augustinian
    University you no doubt are thoroughly
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    familiar with the confessions and what
    augustine says about the reading habits
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    of British Bishop Ambrose but just in
    case you slipped slipped your mind let
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    me remind you quote from it when he was
    reading his I glided over the pages and
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    his heart searched out the sense but his
    voice
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    tongue where I rest we see the fact was
    that silent reading was greeted with
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    incredible astonishment and it's an
    indication that reading out loud was all
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    that people knew about for the almost
    entirely until the advent of the
  • 22:18 - 22:25
    printing is highly legible typefaces
    which made the process of decoding taxed
  • 22:25 - 22:31
    easier and faster print media also
    amplified the written words biased
  • 22:31 - 22:36
    towards individualism and Privacy Act of
    reading and writing especially when it's
  • 22:36 - 22:42
    silent requires a high degree of social
    isolation as opposed to speaking and
  • 22:42 - 22:48
    listening which is a collective group
    centered activity printing increased
  • 22:48 - 22:53
    access to information dramatically
    leading to a knowledge explosion as well
  • 22:53 - 22:59
    as increased specialization and
    standardization and easy access to the
  • 22:59 - 23:05
    accumulated knowledge of centuries past
    facilitated scholar ship it spyridon
  • 23:05 - 23:09
    research and it led to the rise of
    modern science and with it what became
  • 23:09 - 23:14
    known as the age of reason the
    Enlightenment and printing created a
  • 23:14 - 23:20
    reading public which constitutes the
    basis of democracy increased access to
  • 23:20 - 23:25
    political information made it hard to
    argue that individuals don't know enough
  • 23:25 - 23:30
    to govern themselves so the breaking of
    the state's monopoly of knowledge
  • 23:30 - 23:35
    resulted in the democratic revolutions
    of the modern era as Thomas Carlyle Road
  • 23:35 - 23:41
    in the nineteenth century he who first
    shorten the labor of copyist spy device
  • 23:41 - 23:48
    of movable types was disbanding hired
    armies and cashiering most kings and
  • 23:48 - 23:55
    senate's and creating a whole new
    democratic world I wish I could do in
  • 23:55 - 24:00
    English accent is that's really what
    that requires but printing also fostered
  • 24:00 - 24:07
    it did foster centralized political
    economic and social control and the
  • 24:07 - 24:09
    building of colonial empires
  • 24:09 - 24:13
    it also made possible the Enlightenment
    ideals of political emancipation
  • 24:13 - 24:19
    self-determination equality before the
    law along with a new emphasis on
  • 24:19 - 24:27
    individualism rationalism and scientific
    method so out of the typographic media
  • 24:27 - 24:31
    environment come we came the
    Enlightenment and out of the
  • 24:31 - 24:36
    Enlightenment result we have resulted in
    the creation of the American republic
  • 24:36 - 24:41
    which is the first nation to be founded
    on the basis of a reason
  • 24:41 - 24:48
    logical argument has put forth in the
    Declaration of Independence now the 18th
  • 24:48 - 24:52
    century media environment was one in
    which the spoken and written word
  • 24:52 - 24:56
    achieved a fruitful but a delicate
    balance which is why they're given
  • 24:56 - 25:02
    special protection in the first
    amendment freedom of speech freedom of
  • 25:02 - 25:07
    the press so what happened to public
    discourse over the past century and a
  • 25:07 - 25:14
    half but we could boil it down to three
    factors the first involves images from
  • 25:14 - 25:18
    the invention of photography to
    subsequent developments and graphics
  • 25:18 - 25:26
    film television and video we do take it
    into an image culture one in which
  • 25:26 - 25:32
    images have replaced and displaced words
    as the philosopher Susanne Langer as
  • 25:32 - 25:37
    explained images do not make claims they
    don't make arguments they don't put
  • 25:37 - 25:43
    forth statements or propositions if I
    say that it's raining outside right now
  • 25:43 - 25:49
    you can look out there and determine
    whether that's true or false you can
  • 25:49 - 25:55
    gather the evidence and image if I show
    an image though what is it it's a
  • 25:55 - 26:01
    concrete representation if I show you a
    picture of a ring of rain out there it's
  • 26:01 - 26:07
    neither true nor false it can be used as
    evidence but it makes no claim about
  • 26:07 - 26:08
    anything
  • 26:08 - 26:12
    a picture can be tampered with it can be
    airbrushed photoshopped but it's not a
  • 26:12 - 26:18
    fake until it's attached to a statement
    the bias of the image as a symbolic form
  • 26:18 - 26:22
    favors gut feelings over rap
  • 26:22 - 26:28
    coherent organization of ideas it evokes
    emotional reactions rather than rational
  • 26:28 - 26:34
    thought that's the first factor the
    second is information and the problem is
  • 26:34 - 26:39
    that our capacity to transmit and store
    information has continued to expand over
  • 26:39 - 26:46
    the past two centuries so that we find
    ourselves in a time of TMI too much
  • 26:46 - 26:52
    information otherwise known as
    information overload media professionals
  • 26:52 - 26:57
    are well aware of the problem of cutting
    through all the noise and clutter but
  • 26:57 - 27:02
    for audiences the problem is making
    sense of so much stimuli evaluating the
  • 27:02 - 27:08
    messages determining what small amount
    of them is really relevant to us and
  • 27:08 - 27:15
    what small amount of those are
    actionable the third factor is immediacy
  • 27:15 - 27:20
    beginning with the Telegraph electricity
    made instantaneous transmission of
  • 27:20 - 27:25
    messages possible this contributes to
    information overload and incoherence
  • 27:25 - 27:30
    there's no time to sort things out
    especially as the acceleration of
  • 27:30 - 27:36
    communication favors rapid turnover
    against any type of contextualization
  • 27:36 - 27:41
    and speed gives us an abbreviated form
    of discourse the sort we associate with
  • 27:41 - 27:47
    the telegram the newspaper headline the
    advertising slogan more recently the
  • 27:47 - 27:53
    text message status update in tweet
    contemporary critics such as Nicholas
  • 27:53 - 27:57
    Carr know that there's a significant
    amount of reading the takes place online
  • 27:57 - 28:02
    but it's not that deep reading
    associated with print culture instead
  • 28:02 - 28:07
    it's a kind of rapid scanning and
    skimming accompanied by a good deal of
  • 28:07 - 28:13
    linking and clicking speed also places a
    new emphasis on efficiency which is
  • 28:13 - 28:18
    essentially a numbers game based on
    measurement and statistical analysis and
  • 28:18 - 28:23
    in this sense the balance between the
    spoken and written word comes under
  • 28:23 - 28:29
    assault from another direction in the
    form of counting and calculation were
  • 28:29 - 28:34
    caught then between two extremes of
    image and number of the irrational
  • 28:34 - 28:39
    and the hyper rational so images
    information and immediacy come together
  • 28:39 - 28:45
    as never before with the medium of
    television with television language
  • 28:45 - 28:50
    takes a back seat to the image as the
    medium allows us to see what is
  • 28:50 - 28:56
    happening for ourselves as it is
    happening the verbal report is no longer
  • 28:56 - 29:00
    the main source of information as it was
    previously it
  • 29:00 - 29:06
    newspaper reports and even with radio
    but now the purple report is reduced to
  • 29:06 - 29:12
    commentary coming after the fact of the
    live image the difference between a
  • 29:12 - 29:16
    televised experience in the report can
    be seen especially in the sports program
  • 29:16 - 29:22
    as Walter on pointed out the voice on a
    live television sports broadcast lags
  • 29:22 - 29:28
    behind the audience's perceptions on
    also argues the sense of immediacy is
  • 29:28 - 29:34
    central to the television forum I quote
    not all television presentations are
  • 29:34 - 29:41
    simultaneous with reality but in a way
    to pull television presentation seem to
  • 29:41 - 29:47
    be the fact that the instrument is
    capable of such presentations defines
  • 29:47 - 29:53
    its impact so whereas for example the
    motion picture always communicates in
  • 29:53 - 29:58
    the past and it's always something that
    has happened already
  • 29:58 - 30:04
    the television broadcast communicates in
    the present tense instilling in a very
  • 30:04 - 30:11
    strong form of present mindedness now
    over the three decades that followed the
  • 30:11 - 30:16
    publication of amusing ourselves to
    death Tirmidhi environment has evolved
  • 30:16 - 30:20
    through the vast expansion of the cable
    and satellite and through the
  • 30:20 - 30:24
    popularization of the internet the
    introduction of the web social media
  • 30:24 - 30:30
    media mobile technology and some had
    hoped that our new media would counter
  • 30:30 - 30:35
    the negative effects of television but I
    want to suggest that in many ways they
  • 30:35 - 30:42
    have much in common and as further
    elaborations of electronic media but
  • 30:42 - 30:47
    let's consider our longest running
    reality
  • 30:47 - 30:52
    shun series you know the one that with
    the slogan that goes outwit outplay
  • 30:52 - 31:00
    outlast you know that one if you think
    I'm referring to survivor the mistakes
  • 31:00 - 31:04
    understandable when actually referring
    to could be called who wants to be the
  • 31:04 - 31:08
    president it's easy to confuse the two
  • 31:08 - 31:15
    both conclude with all but one player
    being voted off the island and when so
  • 31:15 - 31:19
    much of our political campaigning is
    played out on television is it any
  • 31:19 - 31:24
    wonder that the host of another reality
    series The Apprentice could be our next
  • 31:24 - 31:28
    president this is despite the fact that
    donald Trump has no government
  • 31:28 - 31:34
    experience offers platitudes in the
    place of campaign platform and is not by
  • 31:34 - 31:40
    any traditional standards eloquence or
    even all that coherent but he has a
  • 31:40 - 31:46
    decade of experience hosting The
    Apprentice and long before that can
  • 31:46 - 31:52
    spent considerable time and effort on
    publicity and self-promotion simply put
  • 31:52 - 32:00
    he knows and much like ronald reagan our
    movie star turn president from the
  • 32:00 - 32:07
    eighties donald Trump knows how to look
    into look into the camera how to talk to
  • 32:07 - 32:12
    the viewers he knows what works and what
    doesn't work on the television screen
  • 32:12 - 32:16
    and this more than anything is the
    reason for his early success in the
  • 32:16 - 32:22
    polls along with a certain ability to
    use new media it's not to say that being
  • 32:22 - 32:27
    telegenic will guarantee victory but it
    is to say that anyone who's not very
  • 32:27 - 32:30
    telegenic will pretty much go down in
    defeat
  • 32:30 - 32:36
    regardless of their qualifications and
    this includes this now incorporates the
  • 32:36 - 32:43
    use of new media and you can think back
    to 2008 and the Obama girl YouTube video
  • 32:43 - 32:49
    and the way that Obama and now Trump has
    very effectively used interacted with
  • 32:49 - 32:53
    campaign supporters through Twitter now
    it may be hard to believe nowadays but
  • 32:53 - 32:57
    that was a time when appearing on an
    entertainer
  • 32:57 - 33:01
    program was considered beneath the
    dignity of apollo of a serious
  • 33:01 - 33:06
    politician really now it's a part of
    every candidate's campaign strategy
  • 33:06 - 33:12
    fred thompson deter fred thompson just
    passed away and it's worth noting in
  • 33:12 - 33:19
    2008 fred thompson whose previous career
    was a film and television actor went on
  • 33:19 - 33:24
    The Tonight Show with Jay Leno to
    declare his candidacy for the president
  • 33:24 - 33:28
    and he wasn't the first candidate to go
    that route but he did this instead of
  • 33:28 - 33:35
    participating in the Republican primary
    debate being held that same night as a
  • 33:35 - 33:38
    veteran of the big and small screen he
    knew that a late night entertainment
  • 33:38 - 33:44
    program hosted by comedian would provide
    him with a much better platform for
  • 33:44 - 33:49
    launching his campaign than discussing
    issues with other politicians and who
  • 33:49 - 33:53
    can blame them it's simply a matter of
    choosing which of two forms of
  • 33:53 - 33:57
    television programming he should go with
    and selecting the one that has the
  • 33:57 - 34:03
    bigger audience in our current election
    cycle being a guest on late night talk
  • 34:03 - 34:03
    shows
  • 34:03 - 34:08
    has become a routine for candidates as
    routine as taking part in debates and
  • 34:08 - 34:14
    running political commercials and once
    the election is over image politics
  • 34:14 - 34:19
    persists as part and parcel of governing
    promoting policies and political
  • 34:19 - 34:25
    advocacy he's back in March of last year
    President Obama appeared on the comedy
  • 34:25 - 34:31
    program hosted by Zach Galifianakis
    right between two ferns and his
  • 34:31 - 34:36
    motivation was to urge young adults to
    sign up for health care there's no
  • 34:36 - 34:41
    question that that program was highly
    entertaining whole areas there's no
  • 34:41 - 34:46
    question that he was able to reach his
    target audience the question now is
  • 34:46 - 34:50
    whether the message he was trying to
    convey got through it all or whether it
  • 34:50 - 34:55
    was lost in the context of comedy in
    stark has and the overarching question
  • 34:55 - 35:01
    is whether the learning of entertainment
    and politics makes it all possible to
  • 35:01 - 35:08
    engage in the serious discourse that's
    vital to our democracy you know thirty
  • 35:08 - 35:09
    years ago
  • 35:09 - 35:13
    broadcast journalists working on network
    news complain that they had less than
  • 35:13 - 35:18
    half an hour to report on the day's
    events they couldn't help but be much
  • 35:18 - 35:22
    more than the headline service so now we
    have cable news channels with 24 hour
  • 35:22 - 35:27
    news cycles and we find that the
    coverage is not that much different as
  • 35:27 - 35:32
    it turns out most people to an end to
    cable stations news stations only for a
  • 35:32 - 35:37
    limited time so rather than lose viewers
    they tend to provide repetition in place
  • 35:37 - 35:37
    of death
  • 35:37 - 35:42
    the news stories are also kept short out
    of concern of losing the audience's
  • 35:42 - 35:49
    attention and essentially essentially
    Fox News CNN and Ms MSNBC of all
  • 35:49 - 35:55
    discovered they can build larger
    audiences by providing more entertaining
  • 35:55 - 36:00
    programming emphasizing dramatic
    confrontations confrontations that
  • 36:00 - 36:06
    resemble not so much sort of pro and con
    newspaper op-eds but more like
  • 36:06 - 36:12
    confrontations we see on televised
    professional wrestling programs the old
  • 36:12 - 36:18
    adage in TV news was if it bleeds it
    leads and that perfectly sums up the
  • 36:18 - 36:22
    fact that decisions on what stories to
    report how much time to devote them and
  • 36:22 - 36:27
    where to place them in the broadcast are
    heavily influenced by the presence or
  • 36:27 - 36:32
    absence of compelling footage and this
    trend has been greatly amplified by the
  • 36:32 - 36:37
    availability of video recorded by
    smartphones dashboard cameras
  • 36:37 - 36:43
    surveillance video and the like we find
    that the caught on camera genre has
  • 36:43 - 36:49
    become a new kind of news program one
    whose only rationale is 2% entertaining
  • 36:49 - 36:54
    video to attract audiences in this way
    journalism is reduced to a spinoff of
  • 36:54 - 37:00
    America's Funniest Home Videos but why
    not after all
  • 37:00 - 37:05
    television news programs are called
    shows their show business they have
  • 37:05 - 37:08
    theme music is music
  • 37:08 - 37:15
    theme music for the newscasters wear
    makeup they had their hair styled their
  • 37:15 - 37:20
    costumes appropriately they become
    celebrities they appear on talk shows
  • 37:20 - 37:24
    the appear in fictional movies and TV
    episodes
  • 37:24 - 37:29
    blurring the line between fiction and
    nonfiction you know many viewers
  • 37:29 - 37:35
    lamented the loss of Brian Williams
    whose main qualification as anchor the
  • 37:35 - 37:40
    NBC News was the fact that he looked and
    sounded like a traditional network
  • 37:40 - 37:47
    anchor and acclaimed TV critic marvin
    kitman refer to Williams is Brian the
  • 37:47 - 37:52
    mediocre and he called it described him
    as someone a quote
  • 37:52 - 37:56
    who came across as a nice guy always
    well-dressed but more of an actor /
  • 37:56 - 38:03
    model playing a newsman course it didn't
    matter much by that time who took over
  • 38:03 - 38:07
    the anchor's chair cuz it was led by
    that time was longer observed that most
  • 38:07 - 38:12
    young adults have been getting their
    news from the monologues of late night
  • 38:12 - 38:17
    talk shows from Jay Leno and David
    Letterman at the time you know Walter
  • 38:17 - 38:24
    Cronkite who anchored the CBS Evening
    News from 6281 was commonly referred to
  • 38:24 - 38:30
    as the most trusted man in America but
    if anyone could claim that title in
  • 38:30 - 38:34
    recent years I think it would be Jon
    Stewart host of The Comedy Central cable
  • 38:34 - 38:40
    program The Daily Show and of course
    Stewart like leno letterman in others as
  • 38:40 - 38:45
    a comedian not a journalist which you
    know certain got to ask if so many
  • 38:45 - 38:50
    people get their news from comedians
    that mean the journalism has become a
  • 38:50 - 38:55
    joke and I think it's particularly
    telling that when Stewart announced that
  • 38:55 - 38:59
    he was leaving the Daily Show earlier
    this year you know who want to the name
  • 38:59 - 39:07
    was mentioned about who might take over
    forum Brian Williams I should add that
  • 39:07 - 39:12
    it's not at all clear that new media
    provide an adequate substitute Twitter
  • 39:12 - 39:16
    simply gives us a new form of
    telegraphic discourse while YouTube
  • 39:16 - 39:22
    Instagram our new manifestations of
    image culture the internet contributes
  • 39:22 - 39:27
    in a major way to information overload
    and does not provide a forum for shared
  • 39:27 - 39:32
    a shared forum for discussion and
    deliberation really what it does is it
  • 39:32 - 39:38
    situates us in isolated silos that
    intensify the divisions in american
  • 39:38 - 39:39
    society
  • 39:39 - 39:46
    offer contrast the recent visit of Pope
    Francis to the united states right the
  • 39:46 - 39:51
    leader of the Roman Catholic Church is a
    serious individual who communicates a
  • 39:51 - 39:57
    strong sense of dignity compassion and
    moral authority he's not someone who was
  • 39:57 - 40:03
    chosen because of his ability to perform
    for the television camera or to share or
  • 40:03 - 40:09
    his willingness to share personal
    details via social media he's not a
  • 40:09 - 40:14
    celebrity not an entertainer and I want
    to tell you that I personally was very
  • 40:14 - 40:20
    moved by the Interfaith service that he
    led at the 911 memorial back in
  • 40:20 - 40:26
    September but I have to confess that I
    watched it on CNN was sitting on the
  • 40:26 - 40:33
    couch in the living room wearing pyjamas
    sipping coffee and eating a bagel and
  • 40:33 - 40:37
    when it was over I change the channel
  • 40:37 - 40:43
    how different then was that experience
    from watching appointment moving on HBO
  • 40:43 - 40:49
    what happens to religious experience
    when it becomes televised or tweeted or
  • 40:49 - 40:55
    Instagram as Walter on the explains
    sound is intimately connected to our
  • 40:55 - 40:59
    sense of the sacred the human voice
  • 40:59 - 41:04
    the most distinct and unique element of
    the human person is produced by breath
  • 41:04 - 41:10
    which is closely associated with life
    itself in hebrew the words for breath
  • 41:10 - 41:17
    and winds are synonymous with spirit and
    soul both human and divine it is worth
  • 41:17 - 41:22
    asking therefore if it makes a
    difference if the voices heard in song
  • 41:22 - 41:29
    and prayer are breathless in a sense of
    being electronically disembodied the
  • 41:29 - 41:34
    problem is always as one of context
    participating in a religious ritual
  • 41:34 - 41:39
    Lisa sauce in a special context that's
    different from all about context it
  • 41:39 - 41:44
    situates us in the distinct media
    environment one that asks us to play
  • 41:44 - 41:50
    different roles and play by different
    sets of rules whether the location is a
  • 41:50 - 41:56
    church a synagogue temple or mosque or
    outdoors religious experiences Mirchi
  • 41:56 - 42:02
    Aliotti explains is characterized by a
    sense of sacred space and sacred time
  • 42:02 - 42:09
    separate and distinct from profane space
    and time into the deep meaning of
  • 42:09 - 42:15
    sanctification and consecration traced
    back to the Hebrew word Kadosh is to set
  • 42:15 - 42:21
    up heart to differentiate so what
    happens to our sense of sacred space and
  • 42:21 - 42:27
    time when congregants in the pews here a
    cell phone ringing receive text messages
  • 42:27 - 42:34
    or even stop to answer them our
    experience of the sacred is associated
  • 42:34 - 42:41
    with the still small voice of God as
    described in the Bible with quiet and
  • 42:41 - 42:47
    silenced many religions incorporate some
    form of silent prayer in their worship
  • 42:47 - 42:54
    services and silences in to grow to
    contemplation and meditation during the
  • 42:54 - 42:59
    20th century especially in the aftermath
    of the second world war there was quite
  • 42:59 - 43:05
    a bit of discussion about concerning
    what was referred to as God's silence
  • 43:05 - 43:11
    and on suggested that it may not be so
    much that God is stop start speaking to
  • 43:11 - 43:16
    us as it is that our electronic media
    generates so much noise that we've
  • 43:16 - 43:22
    drowned out that still small voice now
    whether religious spiritual experiences
  • 43:22 - 43:27
    conceived of as communion with something
    greater than ourselves whether it's a
  • 43:27 - 43:32
    personal day D or transcendent
    understanding of the universe whether
  • 43:32 - 43:37
    it's just a matter of an inner journey a
    soul-searching sort simply an effort to
  • 43:37 - 43:43
    better understand our own minds and
    consciousness the loss of silence in the
  • 43:43 - 43:45
    constant deluge
  • 43:45 - 43:50
    of distractions can be nothing short of
    devastating to our collective spiritual
  • 43:50 - 43:56
    health as well as our prospects for
    cultural survival now when it comes to
  • 43:56 - 44:00
    education schooling has always been
    about learning to read and write
  • 44:00 - 44:05
    television in the electronic media offer
    us a different and incompatible
  • 44:05 - 44:10
    curriculum and so it's worth asking if
    it's in the best interests of young
  • 44:10 - 44:15
    children to spend time playing with
    tablets and smartphones and watching
  • 44:15 - 44:23
    programs such as Teletubbies poop and Yo
    Gabba Gabba you know cable television is
  • 44:23 - 44:28
    given a specialized educational
    programming via the National Geographic
  • 44:28 - 44:32
    Channel The History Channel the
    Discovery Channel this is private
  • 44:32 - 44:38
    provided a wonderful avenue for the
    dissemination of documentaries but what
  • 44:38 - 44:44
    audiences are specially drawn to our
    programs such as moonshiners ancient
  • 44:44 - 44:54
    aliens UFO files and then Estrada mass
    effect on the Animal Planet channel two
  • 44:54 - 45:02
    specials entitled mermaids the body
    found and mermaids the new evidence he
  • 45:02 - 45:06
    gave the cable outlet its highest
    ratings in its seventeen year history
  • 45:06 - 45:12
    and these fake documentaries were
    assumed to be real by many so many
  • 45:12 - 45:18
    viewers so many viewers that they
    prompted the National Oceanic and
  • 45:18 - 45:23
    Atmospheric Administration to issue an
    official statement stating that mermaids
  • 45:23 - 45:33
    do not actually exist it's almost too
    easy it's just too easy but I'll do to
  • 45:33 - 45:38
    mention the learning channel TLC which
    achieved its highest ratings by turning
  • 45:38 - 45:45
    to reality programs such as toddlers in
    tiaras and its notorious spinoff here
  • 45:45 - 45:52
    comes honey boo boo you know the most
    recent fad in higher education has been
  • 45:52 - 45:56
    the massive open online course
    abbreviated as much
  • 45:56 - 46:02
    a move can contain as many as 100,000
    students that raises the question of in
  • 46:02 - 46:08
    what census muka course what sense is
    the instructor really teaching it's
  • 46:08 - 46:15
    revealing I believe that the acronym
    move is a variation on other new media
  • 46:15 - 46:24
    terms such as mmm RPG that stands for a
    massive multiplayer online role-playing
  • 46:24 - 46:29
    game in other words the primary
    connection is with gaming not schooling
  • 46:29 - 46:34
    and came in can be educational but the
    question is can learning be reduced to a
  • 46:34 - 46:42
    game or are we talking about grand theft
    education well as another in variation
  • 46:42 - 46:47
    on the inside that the medium is the
    message Hannah Arendt insisted that I
  • 46:47 - 46:55
    quote there are no dangerous thoughts
    thinking itself is dangerous so the
  • 46:55 - 47:00
    question we're left with is to all of
    our amazing new media technologies allow
  • 47:00 - 47:06
    us the space in the time to pause and
    reflect and think things over here is
  • 47:06 - 47:11
    our ability to think drowned out in a
    flood of images and noise and pushed
  • 47:11 - 47:16
    aside in favor of calculation and
    automation at this point you might
  • 47:16 - 47:21
    imagine that if we could travel back in
    time and show benjamin Franklin how
  • 47:21 - 47:26
    things turned out he might have put his
    kite back in his closet and not ventured
  • 47:26 - 47:32
    out into that thunderstorm to unleash
    the power of electricity but I think
  • 47:32 - 47:37
    it's more likely that he would have sat
    down to write up some ideas about how we
  • 47:37 - 47:42
    might still be able to keep our republic
    what we would have to do to counter the
  • 47:42 - 47:47
    bias ease of the brave new world his
    discovery would unleash it would begin
  • 47:47 - 47:54
    with something along the lines of McCune
    statement mcluhan wrote there is no
  • 47:54 - 47:59
    inevitability as long as there is a
    willingness to contemplate what is
  • 47:59 - 48:06
    happening with you see contemplating the
    contemporary media environment is one of
  • 48:06 - 48:09
    the main purposes of media
  • 48:09 - 48:14
    ecology scholarship and as for postin he
    was well aware of the flaws and failures
  • 48:14 - 48:20
    of american society but as a proponent
    of Enlightenment ideals he believed in
  • 48:20 - 48:25
    its promise and potential to do agree he
    would agree with abraham Lincoln's
  • 48:25 - 48:30
    characterization of the American
    experiment is the last best hope on
  • 48:30 - 48:36
    earth but it also echo lincoln's
    concerned about a nation so on happily
  • 48:36 - 48:42
    distracted but now it's not the horror
    of civil war that has sidetracked us
  • 48:42 - 48:47
    rather we find ourselves diverted from a
    higher calling but a constant stream of
  • 48:47 - 48:53
    entertainment information and innovation
    post comments argument speak to the
  • 48:53 - 48:58
    future of humanity in its entirety
    especially in this era of convergence
  • 48:58 - 49:03
    and globalization and again it comes
    down to the question can we think and
  • 49:03 - 49:09
    can we talk about what we're doing and
    where we're going we live in the midst
  • 49:09 - 49:14
    of a temp this by which I refer to the
    turbulent nature of the electronic media
  • 49:14 - 49:21
    environment as it's a digital
    technologies wave after wave of changes
  • 49:21 - 49:26
    to our mode of communication and
    interaction or tools for thought and
  • 49:26 - 49:32
    social action have altered and continue
    to alter our societies and cultures as
  • 49:32 - 49:37
    well as our psyches and ourselves as
    human beings we are certainly well
  • 49:37 - 49:43
    equipped to survive a passing storm but
    it's far from clear whether we can build
  • 49:43 - 49:49
    a sustainable way of life in the midst
    of permanent upheaval be a natural or
  • 49:49 - 49:54
    cultural how are we to survive while
    keeping our humanity intact that's the
  • 49:54 - 49:59
    fundamental question raised by postman
    and by the field of inquiry he called
  • 49:59 - 50:04
    media ecology now there's no turning
    back the clock no point in arguing that
  • 50:04 - 50:09
    we abandon our media and technology and
    try to retrieve an earlier age or less
  • 50:09 - 50:16
    advanced way of life nor does it make
    sense to deny that there are legitimate
  • 50:16 - 50:19
    benefits that are inventions have
    brought us what we need to do
  • 50:19 - 50:24
    then is to engage in concerted
    evaluation of what we're doing how we go
  • 50:24 - 50:29
    about doing it to carefully weigh the
    costs and benefits of our technologies
  • 50:29 - 50:35
    to consider what are the appropriate
    uses of our media and what uses might be
  • 50:35 - 50:41
    inappropriate to proceed with caution
    understanding that our innovations will
  • 50:41 - 50:45
    always result in unanticipated affects
    many of them
  • 50:45 - 50:50
    undesirable and to provide just a few
    practical suggestions we need to
  • 50:50 - 50:56
    strengthen our commitment to the spoken
    word to conversation public speaking and
  • 50:56 - 51:02
    oral performance and reading out land as
    well we need to place greater emphasis
  • 51:02 - 51:07
    on the written word on literacy and the
    practice of deep and sustained reading
  • 51:07 - 51:14
    that requires significant periods of
    quiet time at which takes effort so one
  • 51:14 - 51:19
    example is the pioneering efforts of the
    movement to observe a weekly technology
  • 51:19 - 51:24
    sabbath write a day when you turn
    everything off
  • 51:24 - 51:28
    ultimately though what's needed is
    cultural change and that ought to
  • 51:28 - 51:32
    include strengthening the four
    cornerstones of the American American
  • 51:32 - 51:38
    experiment all of which were products of
    literate culture and the typographic
  • 51:38 - 51:43
    media environment that is democratic
    politics a free press
  • 51:43 - 51:51
    religion and schooling as Shakespeare's
    play The Tempest includes the line 0
  • 51:51 - 51:55
    brave new world that has such people in
    it and that's where huxley took the
  • 51:55 - 52:01
    title of his prophetic novel
    shakespeare's main character prospero is
  • 52:01 - 52:07
    a powerful sorcerer living in exile and
    like prospero we possessed extraordinary
  • 52:07 - 52:11
    powers through the use of media and
    technologies that are nothing short of
  • 52:11 - 52:18
    magical shakespeare concludes his play
    with prospero finally willing to give up
  • 52:18 - 52:24
    his sorcery in order to embrace the
    world of rationality and reconciliation
  • 52:24 - 52:30
    with family and community can we do the
    same perhaps not entirely abandoning or
  • 52:30 - 52:32
    gifts but being mindful of their
    contacts
  • 52:32 - 52:39
    and our need for balance to once again
    invoke ecclesiastes there is a time to
  • 52:39 - 52:45
    weep and a time to laugh at time to
    mourn and a time to dance time to
  • 52:45 - 52:51
    embrace and a time to refrain from
    embracing a time to keep silent and a
  • 52:51 - 52:58
    time to speak but promised that the
    electronic media environment we inhabit
  • 52:58 - 53:06
    in that environment the time is always a
    uniform 24 7 365 and the season never
  • 53:06 - 53:11
    changes so can we make the time and can
    we create what mcluhan referred to as
  • 53:11 - 53:17
    counter environments safe spaces where
    the biases of the electronic media to
  • 53:17 - 53:24
    not hold sway such as can be found in
    sanctuaries and sacred spaces in schools
  • 53:24 - 53:30
    classrooms and sites devoted to art and
    creative expression against the fact
  • 53:30 - 53:35
    that we've been fiddling around as we
    are amusing in forming an amazing
  • 53:35 - 53:42
    ourselves to death can we find the means
    the method the way to start speaking and
  • 53:42 - 53:48
    thinking and teaching ourselves back to
    life that's the question I leave you
  • 53:48 - 54:36
    with thank you very much
  • 54:36 - 54:49
    well I think that when you talk about
    journalist says as people some are some
  • 54:49 - 54:55
    of them are are very much on the side of
    cultural change some of them lament the
  • 54:55 - 54:57
    situation
  • 54:57 - 55:01
    postman's book amusing ourselves to
    death was one of five books that tom
  • 55:01 - 55:07
    brokaw he was the guy who was the anchor
    of NBC Nightly News before Brian
  • 55:07 - 55:12
    Williams the email listed five books
    that every journalist should read and
  • 55:12 - 55:17
    amusing ourselves to death was the only
    book that wasn't specifically about
  • 55:17 - 55:24
    journalism so I and that critique was
    very popular among serious journalists
  • 55:24 - 55:30
    but you know the problem they face is
    that is organizational where they're not
  • 55:30 - 55:38
    able to do what they want to do so I
    wouldn't put the blame on on journalists
  • 55:38 - 55:44
    but I get there is this kind of
    technique that goes with the whole
  • 55:44 - 55:52
    organization of media industries that
    pushes them towards working with the
  • 55:52 - 55:59
    bias of the media not against it so I
    mean the answer from a democratic point
  • 55:59 - 56:04
    of view is it's us we're the ones who
    you know I was a Gundy said be the
  • 56:04 - 56:09
    change you want to see in the world and
    I think you know also echoing post
  • 56:09 - 56:15
    minute and others education is very much
    a part of it that it starts through
  • 56:15 - 56:20
    education it's what we try to do and
    what we try to instill in our students
  • 56:20 - 56:28
    the you know anyone to hold out some
    hope because in some folks take from
  • 56:28 - 56:32
    this you know conclude that it is
    hopeless I think it's difficult it may
  • 56:32 - 56:40
    take something catastrophic to wake
    people up but at the very least there's
  • 56:40 - 56:46
    the idea of let's preserve something of
    you know in the sense of when you have
  • 56:46 - 56:49
    dark ages at least let's have some
    places
  • 56:49 - 57:29
    those where people are still enlightened
    and and certainly it starts with schools
  • 57:29 - 57:36
    thanks you know I I try I felt like I
    was saying I was writing this I felt
  • 57:36 - 57:42
    like how many times should I say that
    there are benefits and it's i mean but
  • 57:42 - 57:50
    and the problem is that the benefits are
    clear to people for the most part and
  • 57:50 - 57:57
    the problem is recognizing the cost but
    certainly access to information can be
  • 57:57 - 58:05
    very advantageous and can be with
    parading the ability for people to
  • 58:05 - 58:14
    organize I think it is a very powerful
    benefit of the new media so that people
  • 58:14 - 58:20
    who are there's a kind of empowering
    people who are on the margins and able
  • 58:20 - 58:26
    to to organize themselves for political
    action so I mean I think there are
  • 58:26 - 58:36
    definite benefits that what you're
    asking and it but I think that you know
  • 58:36 - 58:40
    again I mean what we find is that people
    really to do all those benefits i mean
  • 58:40 - 58:44
    you know how many times have you heard
    how much access to know how wonderful it
  • 58:44 - 58:49
    is that you can say hey Google and get
    whatever the answer to any question you
  • 58:49 - 58:59
    have everyone knows that that's that's
    that's easy you know and I perhaps less
  • 58:59 - 59:03
    obvious but I think you know certainly
    significant is the fact of people being
  • 59:03 - 59:08
    able to connect with one another and
    especially for individuals who feel
  • 59:08 - 59:14
    isolated from one reason or another that
    that's a powerful boon for the problem
  • 59:14 - 59:18
    really comes down to how to find that
    balance and how to say no because we
  • 59:18 - 59:22
    just have this tendency to just keep
    going in the same direction and keep
  • 59:22 - 59:24
    going and keep going
  • 59:24 - 59:31
    Joseph wise and pound he was the head of
    a professor of computing at MIT back in
  • 59:31 - 59:36
    the sixties he created one of the first
    artificial intelligence programs little
  • 59:36 - 59:38
    program called allies
  • 59:38 - 59:45
    mimicked a psycho rosier aryan
    psychotherapist and just reflected back
  • 59:45 - 59:48
    what people were saying and he found any
    thought that this was just like a goof
  • 59:48 - 59:54
    and then he found that a lot of people
    in this office we're like leave me alone
  • 59:54 - 60:00
    I'm talking to allies and and you know
    and even worse that the American
  • 60:00 - 60:06
    Psychological Association hearing about
    this came out with this idea that
  • 60:06 - 60:11
    wouldn't it be wonderful if we had
    computer kiosks so anyone in need to go
  • 60:11 - 60:17
    to one and get psychotherapy and wise
    and pound said usually worry we don't
  • 60:17 - 60:23
    use too much thought you said just
    because we can to something ought we to
  • 60:23 - 60:30
    do it right and that's the question we
    don't so that's why I mean I think the
  • 60:30 - 60:36
    question is what's appropriate what's
    the appropriate use and I think that's a
  • 60:36 - 60:38
    reasonable question what is appropriate
  • 60:38 - 60:42
    what's not appropriate
  • 60:42 - 60:46
    the other side of it is what's effective
    and what's not effective in these two or
  • 60:46 - 60:51
    not don't go together because sometimes
    what's effective is you know may be good
  • 60:51 - 61:49
    for the immediate purpose but not in the
    long run so I can see that
  • 61:49 - 61:58
    what's appropriate right i mean we all
    know the phenomenon of spending all your
  • 61:58 - 62:04
    time taking pictures and not experience
    what's what's actually going on so I
  • 62:04 - 62:15
    mcluhan in particular so are as as
    essential and as away as a kind of way
  • 62:15 - 62:20
    way to educate ourselves about media
    because he believed that he argued that
  • 62:20 - 62:28
    media were extensions of our senses art
    speaks to our senses and helps us to see
  • 62:28 - 62:36
    how are using our senses so this is not
    so much about art but you know again we
  • 62:36 - 62:44
    wouldn't expect against talk about
    democracy for example we wouldn't expect
  • 62:44 - 62:52
    that a treaty is negotiated on a week we
    don't find the question of how to deal
  • 62:52 - 62:59
    with Iran way out of that threw me
    through art I mean it's a different it's
  • 62:59 - 63:04
    not the appropriate medium or the
    appropriate approach to do that sort of
  • 63:04 - 63:10
    thing so it's not about art so much as
    it is about knowing when it's time for
  • 63:10 - 63:14
    art and when it's time for something
    else
  • 63:14 - 63:15
    22
  • 63:15 - 63:49
    be employed
  • 63:49 - 64:01
    one hand it's just a progression and
    it's not that newspapers where three of
  • 64:01 - 64:07
    criticism they had their faults as well
    but then reading the news and print had
  • 64:07 - 64:13
    a different set of biases than seeing it
    on television so it's a natural
  • 64:13 - 64:20
    progression from nightly news to comedy
    programs because they really are about
  • 64:20 - 64:27
    eliciting responses gathering audiences
    eliciting responses rather than trying
  • 64:27 - 64:35
    to arrange things in a coherent and
    logical manner so it's all relative so I
  • 64:35 - 64:43
    mean compared to what used to be the
    nightly news it's it's further sliding
  • 64:43 - 64:49
    further downhill but it's not that the
    nightly news was that was particularly a
  • 64:49 - 64:55
    great way to get news either you know
    there was a time when no serious person
  • 64:55 - 64:59
    would say that they got their news only
    from television if you ever heard of the
  • 64:59 - 65:05
    the novel being there by Jerzy Kosinski
    the movie they made out of it it was
  • 65:05 - 65:11
    like the big joke in the novel was that
    this one fellow says I like to watch and
  • 65:11 - 65:16
    that people said it's so refreshing to
    see someone who says they get their news
  • 65:16 - 65:19
    from television actually read it into
    the character but I don't know if you if
  • 65:19 - 65:26
    you remember or noticed a man who is
    this moment when Katie Couric was
  • 65:26 - 65:29
    interviewing Sarah Palin and she says
    well where do you get your news from
  • 65:29 - 65:34
    what newspapers do you read and she
    couldn't answer to all I read all of
  • 65:34 - 65:34
    them right
  • 65:34 - 65:38
    could tell she was just bullshitting
    right i mean that she couldn't answer
  • 65:38 - 65:46
    and more recently I forget who was it
    someone asked a trump you know what
  • 65:46 - 65:50
    who are as military involved Bazar what
    does he get his military advice from an
  • 65:50 - 65:58
    800 i watch the shows I mean this is a
    problem it's also a problem by the way
  • 65:58 - 66:00
    as PowerPoint which is also saw the
    usual
  • 66:00 - 66:05
    medium no supe seriously they found this
    a major problem for the military
  • 66:05 - 66:10
    that the pentagon there they look at the
    power points they don't get the
  • 66:10 - 66:15
    explanation and they think they have
    that's what people say it's also in
  • 66:15 - 66:20
    business they say oh I mister talking I
    C you can you know Casey your PowerPoint
  • 66:20 - 66:31
    and its abbreviated its visual but they
    don't get the context
  • 66:31 - 66:45
    condemnation
  • 66:45 - 68:00
    story is the latest version and of
    course what can be harder than trying to
  • 68:00 - 68:07
    get a young child to sit still I mean it
    goes completely against the grain
  • 68:07 - 68:13
    you know that's why we have to learning
    to read and write is completely
  • 68:13 - 68:18
    artificial learning to speak and listen
    isn't that's natural to us reading and
  • 68:18 - 68:23
    writing is artificial and its fragile
    for that great reason to keep trying to
  • 68:23 - 68:30
    find ways to make it fun and you know
    and get some game applications just the
  • 68:30 - 68:35
    latest version of that and the problem
    is that with all these attempts to use
  • 68:35 - 68:40
    formats whether it's that or sesame
    street and posting was an early critic
  • 68:40 - 68:45
    of Sesame Street as being all about
    advertising formats you know that it
  • 68:45 - 68:48
    really was more about that than anything
    else
  • 68:48 - 68:54
    it teaches that's what it teaches that
    you know it's the manner not
  • 68:54 - 69:00
    content so it teaches game playing and I
    love playing games I spent when I was
  • 69:00 - 69:05
    younger I spent many a late night on
    computer games in and I still play like
  • 69:05 - 69:09
    plants vs zombies and in some of these
    other games not angry birds they're
  • 69:09 - 69:16
    stupid but you know but they're not that
    that's what they teach you they teach
  • 69:16 - 69:21
    you how to play games and that's very
    different from learning to read and
  • 69:21 - 69:26
    write I tell you when I was two years
    ago and posting was still alive I was
  • 69:26 - 69:32
    teaching and M a class and I had him in
    as a guest lecturer he was my mentor or
  • 69:32 - 69:40
    and really friends and I wanted to play
    devil's advocate so I and my son was
  • 69:40 - 69:47
    just a few years old they said you know
    he's watching he's watching Sesame
  • 69:47 - 69:51
    Street and he's learning letters and
    numbers from Sesame Street and postman
  • 69:51 - 69:57
    said well you know lance and they're
    only 26 letters in the alphabet and
  • 69:57 - 70:02
    children have been able to learn this
    for thousands of years without the
  • 70:02 - 70:09
    benefit of television and that's really
    the case so you know i mean it's very
  • 70:09 - 70:10
    hard to do
  • 70:10 - 70:18
    education is very hard so you know where
    we love to look for technologies to try
  • 70:18 - 70:24
    to make it easyer but in the end it's
    the teacher and the student that's what
  • 70:24 - 70:24
    it comes down to
Title:
Fatal Amusements: Contemplating the Tempest of Contemporary Media and American Culture
Description:

Dr. Lance Strate, Harron Family Chair in Communication Public Lecture: 11/3

Dr. Lance Strate presents a lecture entitled: Fatal Amusements: Contemplating the Tempest of Contemporary Media and American Culture What will be the fate of American culture in the 21st century? What are the prospects for survival in the face on an ongoing onslaught of technological innovation that has mutated our forms of public communication and discourse? Are we, as Neil Postman warned, amusing ourselves to death, enacting the nightmare vision from Aldous Huxley's dystopian novel, Brave New World? Media ecology, the study of media as environments, offers an approach for making sense out of our current technological maelstrom, and engaging in critical evaluation of our contemporary situation. Drawing on media ecology scholarship, this talk will raise questions about the future of our culture, and the prospects for retaining our humanity in a technological age.

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Video Language:
English
Duration:
01:10:37

Metadata: Geo subtitles

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