ignificance-that is, how they are intended by speakers, how they designate (make reference to things and ideas), and how they are interpreted by listeners. The goal of semantics is to match the meanings of signs-what they stand for-with the process of assigning those meanings. Moreover, because it teaches a varied way of thinking, semantics has the power to altar the deepest levels of student intelligence. Religion is a worldwide phenomenon that has played a part in all human culture and so is a much broader, more complex category than the set of beliefs or practices found in any single religious tradition. An adequate understanding of religion must take into account its distinctive qualities and patterns as a form of human experience, as well as the similarities and differences in religions across the human cultures. Postman believes that a course in comparative religion will help students see that all traditions were the product of historical development and comparative study would demonstrate that every religion possessed some measure of truth. He states, “such a course would deal with religion as an expression of humanity’s creativeness, as a total, integrated response to fundamental questions about the meaning of existence” (198). In addition, a strong emphasis would be put on the metaphors, the literature, the art, and the ritual of religious expression. To conclude Postman’s “New Curriculum Proposal,” he stresses the importance of a curriculum focusing on humanity’s historical development, including courses concerning the philosophies of science, of history, of technology, of language, and of religion. Postman is aware that Technopoly will not end abruptly, but he hopes that the proposed change in curriculum will be the beginning of the end of Technopoly.In Technopoly, Postman gives readers historical and detailed information about how society became so dependent on technology...
