ovide legitimate answers to everyday life problems. There is no moral authority that can predict the outcome of specific personal situation solely based on data. Postman states that ones education is helpful not only in advancing the idea of the resistance fighter, but in helping the young understand the meaning of subjects in an idea-centered and coherence-centered manner. Postman points out that it is necessary to change the curriculum of the educational system so it will be able to provide students with an understanding of the Technopoly process. Technopoly is denying the youth of today access to many applicable notions and theories of the past; instead it clutters their mind with many seemingly unimportant events. The change in curriculum will focus on the history of subjects, which teaches students connections: that events are interrelated, building off one another. Teachers should go beyond the event and into concepts, theories, hypotheses, comparisons, deductions, and evaluations. By doing that students should gain a more holistic view of the world they live in (connecting the present with the past) and where technology is leading us. In addition to the history, Postman states that semantics and comparative religion are also an important part of a curriculum. Semantics is the study of the relationship between words and meanings. The idea of semantics relates to chapter 8 (“Invisible Technologies”), where Postman discusses language as a powerful ideological instrument. When language gives something a name it gives it control, by transforming unknown to known. Names reassure us, but do we really understand the meaning. Consider quantitative tests, the numbers given as results make us feel better, but what do the numbers mean. Semantics would teach youth to answer questions such as “What is the meaning of (the word) X?” They do this by studying what signs are, as well as how signs possess s...
