With or without the aid of philanthropy, learning has to free itself from its subordination to literacy and restrictive literate structures, as it previously freed itself from its subordination to the church, in whose bosom it was nurtured. Obviously, if this new awareness manifests itself only in mailing out videotapes instead of printed college catalogues, then we may ask whether it is educators, or only marketers, who understand the current dynamics. The same should be asked when some professors put their courses on tape, in the belief that canned knowledge is easier for the student to absorb. On-line classes break with the mold, but they are not yet the answer, at least as long as they do not belong to a broader vision reflected in different priorities and appropriate content.
There is nothing intrinsically bad about involving media in education, but the problem is not the medium for storage and delivery. Media labs that are covered by dust because they convey the same useless information as the classes they were supposed to enhance only prove that a fundamental change is necessary. Fundamental, for instance, is the skewed notion that knowledge is transferred from professors-who know more-to students-who know less. Actually, we face a reality never before experienced: students know more than their teachers, in some disciplines. In addition, knowledge still appropriate to a subject a short time ago-call it history, politics, or economics, and think about classes in Soviet and East European studies- has been rendered useless. Physics, mathematics, and chemistry underwent spectacular renewal. This created situations in which what the textbooks taught was immediately contradicted by reality.
Should education compete with the news media? Should it become an Internet address for unlimited and unstructured browsing? Should education give up any sense of foundation? Or should universities periodically refresh their genetic make-up in order to maintain contact with the most recent theories, the most recent research techniques, the most recent discoveries? These are more than enough questions for a pen still writing one word at a time, or for a mouth answering questions as they pile up. Without posing these questions-to which some answers will be attempted at the conclusion of this book-no solution can be expected. The willingness of educators and everyone affected by education to formulate them, and many more, would bear witness to a concern that cannot be addressed by some miraculous, all-encompassing formula. The good news is that in many parts of the world this is happening. Finally!
The equation of a compromise
As the scale of humankind changed, and the efficiency of human practical experience corresponding to the scale ascertained itself as the new rationality, the practical experience of self-constitution had to adjust to new circumstances of existence and activity. There is no magic borderline. But there is a definite discontinuity between what constituted the relatively stable underlying structure of literacy and what constitutes the fast-changing underlying structure of the pragmatic framework. Because in our own self-constitution literacy is only one among many media for achieving the efficiency that the new scale requires, we come to realize, even if public discourse does not exactly reflect it, that we cannot afford literacy the way we have until now. And even if we could, we should not. People recognize, even if only reluctantly, that the literacy machine, for some reason still called education, endows the new generation with a skill of limited significance. The resulting perspective is continuously contradicted by the ever new and ever renewing human experiences through which we become who we are. Education based on the paradigm of literacy is, as we have seen, a luxury which a society, rich or poor, cannot afford. Conditions of human life and praxis require, instead of a skill and perspective for the whole of life, a series. Skill and perspective need to be understood together. Their application will probably be limited in time, and not necessarily directly connected to those succeeding them.
Nobody seriously disputes the relevance of studying language, but very few see language and language-based disciplines as the prerequisite for the less than life-long series of different jobs students of today will have. Although colleges maintain a core curriculum that preserves the role of language and the humanities, the shift towards the languages of mathematics-a discipline that has diversified spectacularly-and of visual representation is so obvious that one can only wonder why the voices of mathematicians are not heard over those of the Modern Language Association. Mathematics prepares for fields from technical to managerial, from scientific to philosophic, and from design to legal. The realization that calculus is first of all a language, and that the goal of education is fluency in it, corresponds to an awareness that musicians had for the longest time with respect to musical scores, but the champions of literacy always refused to accept. The same holds true for the disciplines of visualization: drawing, computer graphics, design. In today's education, the visual needs to be studied at least as much as language-dependent subjects.
Against the background of deeper changes, education is focusing on its on redefinition. The major change is from a container model of education-the child being the empty container who needs to be filled with language, history, math, and not much more-to a heuristic education. Our pragmatics is one of process, as the pragmatics of education finally should be. Education needs to be conducive to interaction and to the formation of criteria for choices from among many options. But change does not come easily. Still using the impertinence of literacy, some educators call the container model "teaching students to think." They do not realize that students think whether we teach them to or not! Students of all ages are aware of change, and familiar with modes of interaction, among themselves and with technology, closer to their condition than to that of their teachers. The majority of the new businesses on the Internet are instigated by students and supported by their inventiveness and dedication. They have became agents of change in spite of all the shortcomings of education. And students have become educators themselves, offering environments for conveying their own experience.
To be a child
No one can declare better ways of teaching without considering the real child. In a world of choice and free movement, children are more likely to come from families that will consist of a single parent. Many children will come from environments where discrimination, poverty, prejudice, and violence have an overpowering influence. Such an environment is significant for a society dedicated to democratic ideals. We have to face the fact that childrearing and education are being transferred from family to institutions meant to produce the educated person. With the best of motives, society has created factories for processing children. These socio-educational entities are accepted quite obligingly by the majority of the people freed from a responsibility affecting their own lives. "Everything will be fine, as long as the education of the new generation basically repeats the education of the parents," sums up the expectations regarding these institutions.
Although we know that, generally speaking, cycles (of production, design, and evaluation) are getting shorter, we maintain children in education well past the time they even fit in classroom chairs. One needs to see those adults forced to be students, full of energy, frustrated that their patience, not their creative potential, is put to the test. Dropping out of high school or college is not indicative of a student's immaturity. Society's tendency to decide what is best for the next generation has determined that only one type of education will ensure productive adults. Society refuses to consider humans in the variety of their potential. From the Projection of Education Statistics to the Year 2006, we learn that the total private and public elementary and secondary school enrollment in the USA will increase from 49.8 million in 1994 to 54.6 million. Of the 49.8 million in 1994, only 2.5 million graduated high school, and by the year 2006 the number will not exceed 3 million. Students themselves seem to be more aware of the excessively long cycle of education than do the experts who define its methods, contents, and goals. This creates a basis for conflict that no one should underestimate.