initions are defined as hypothesis and nothing more. Even the American Heritage Dictionary is simply taking an educated guess as to what a specific word is trying to convey. Secondly, is the art of asking questions? “Virtually all our collective knowledge was attained from asking questions.” It is purposed that perhaps if we were tutored in the art of asking questions the information accumulated would be improved. It is logical to assume that a vague question will lead to a vague answer, just as a detailed question will lead to a detailed answer. This leads to the third principle. “Less is more.” In this instance more work. The words that are improperly used the most, ironically, are the words that are so simple their definitions vary according to context. He gives the example of the words “right,” “law” and “bad.” These are words that can be used incorrectly to create a misguided question, as discussed before. Fourth, is the theory that all curriculums are developed around a metaphor? We should be able to detect the use of metaphors in other forms of literature instead of a poem. Metaphors, argues Postman, reveals perspective. It is easier to understand something when a philosophy can be established through a metaphor. For example, math can be compared to a black and white photograph. An answer is either true (right) or false (wrong), unlike English where the answer can mimic the spectrum of the rainbow. The fifth concept is one that is relevant to many education experiences of students in the United States. He refers to reification, which can be simplified as manipulated or improper word association. “A rose by any other name would smell as sweet,” technically. If a rose is named urine, our association of the word urine and the smell of urine might make a slightly less sweet rose. In the example of elementary reading assignments, quite often word association is us...
