http://techcrunch.com/2010/12/14/the-dangers-of-externalizing-knowledge/
Devin Coldewey contemplates the shortcomings of the younger generation. "The fact is that the kids are growing up pretty weird these days, because of the way technology has outpaced our institutions of learning and standards of knowledge. The short attention span and reliance on non-text media are to be expected in an age where attention is indulged by on-demand information, and the effects of these things will continue to be written about, rightly and wrongly. There is a more subtle and insidious trend, however, that may prove to be more damaging than tech-born changes in learning modality. It’s a process that has been going on for a long time, but that recent developments may push to the breaking point. The problem, as I see it, is that we have stopped valuing the accumulation of information within ourselves."
But a blog brought this to my attention.
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some of my thoughts and comments
2 comments:
I was talking the other day to a former student (he missed his chance to graduate high school back in the 70's). He admits to never having spent a day in school not under the influence of something, usually pot. He was a disaster as a scholar and except for auto shop, cannot remember a single good grade.
Now he reads the newspaper (USA Today, or/and The Detroit Free Press when available), drives the school bus for his church, votes, and has a very nice family.
I don't disagree with what you've posted, but I think there is hope for some lost souls no matter how dimly seen from a distance. I think there will always be books, readers, students, studiers -- that is a comforting thought. But, I wonder how great that number will be?
That is an interesting juxtaposition of the problem with the awareness mechanism! Changing information modalities have indeed changed the approaches to knowledge capture and retention.
I don't know about the early school years, but the University of Phoenix Online (all high-tech and electronic) does emphasize through its assignment construction and grading requirements that students do not simply access or accumulate information, but they must synthesize it into a reflection of their own understanding and application.
At least, that's how I was taught to lead the courses, and my students do very poorly if they only regurgitate easily-obtained information without any internalization and reflection. Ultimately, those who recognize the value of knowledge in improving their own success in life will continue to accumulate "internal" information and knowledge.
Yet, it is a fact that the availability of information of much greater diversity at much greater access speeds is a huge advantage in knowledge transfer. I rarely use my extensive technical library anymore (and I DO love my library) because I am most often not in proximity to it, and there is usually even more current information available on the Internet, as well as good sources for the "classic" information.
So, our world has changed, and education will have to keep changing with it. Recognizing what knowledge is really needed in today's world is really the first crucial step. The second is instilling that understanding in the student to motivate a self-driven effort for education.
Steven Cooke, MChE, FAIC Scientist and lecturer. 23 Dec 2010
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