The Civilization of Illiteracy Part 16

At the inception of writing, the tension between an imposed written precision (as relative as this might appear from our perspective today)-keeping language close to the object, allowing into the language only objects that pictograms could represent- and a rather diverse, however very unfocused, oral language resulted in conflicts between the proponents of writing and the guardians of orality (as doc.u.mented in ancient Greek philosophy). The written needed to be freed from the object as much as the human being from a particular source of protein, or a particular food source. It had to support a more general expression (referring to what would become families, types, cla.s.ses of objects, etc.), and thus to support practical efforts to diversify the ways of survival and continuous growth in number. The oral had to be tamed and united with the written.

Taming could, and did, take place only through and in work, and in socially related interaction. The practical effort to embody knowledge resulting from many practical experiences of survival into all kinds of artifacts (for measuring, orientation, navigation, etc.) testifies to this. Phonetic writing, the development of the effort to optimize writing, better imitated oral language. Personal characteristics, making the oral expressive, and social characteristics, endowing the written with the hints that bring it close to speech, are supported in the phonetic system. The theocratic system of pictographs and what others call the democratic language of phonetic writing deserve their names only if we understand that languages are both const.i.tutive and representative of human experience.

Undifferentiated labor is theocratic. Its rules are imposed by the object of the practical experience. Divided labor, while affecting the integrity of those becoming only an instance of the work process, is partic.i.p.atory, in the sense that its results are related to the performance of each partic.i.p.ant in the process. Practical experience of language and experience of divided labor are intrinsically related and correspond to the pragmatic framework of this particular human scale. Labor division and the a.s.sociation of very abstract phonetic ent.i.ties to very concrete language instantiations of human experience are interdependent.

The realm of alternatives

In defining the context of change leading from an all-encompa.s.sing literacy to the civilization of illiteracy, I referred to the Malthusian principle (Population, when unchecked, increases geometrically, while food sources increase arithmetically). What Malthus failed to acknowledge is the heuristic nature of the human species, i.e., the progressive realization of the creative potential of the only known species that, in addition to maintaining its natural condition, generates its own a-natural condition. In the process of their self-const.i.tution, humans generate also the means for their survival and future growth beyond the circularity of mere survival strategies. The 19th century economist Henri George gave the following example of this characteristic: "Both the jayhawk and the man eat chicken, but the more jayhawks, the fewer chickens, while the more men, the more chickens." (Just think about the Purdue chicken industry!) The formula is flawed.

Humans also intervene in the jayhawk-chicken relation; the number of animals and birds in a certain area is affected by more elements than what eats what; and the population increase is meaningless unless a.s.sociated with patterns of human practical experiences. Species frequently become extinct due to human, not animal, intervention. Despite all this, Henri George's characterization captured an important aspect of the human species, as it defined itself in the human scale that made literacy possible and necessary.

George's time corresponded to some interesting though misleading messages that followed the pattern of Malthus' law. People were running out of timber, coal, and oil for lamps, just as we expect to run out of many other resources (minerals, energy and food sources, water, etc.). Originators of messages regarding the exhaustion of such resources, regardless of the time they utter them, ignore the fact that during previous shortages, humans focused on alternatives, and made them part of new practical experiences. This was the case leading to the use of coal, when the timber supply decreased in Britain in the 16th century, and this will be the case with the shortages mentioned above: for lighting, kerosene was extracted from the first oil wells (1859); more coal reserves were discovered; better machines were built that used less energy and made coal extraction more efficient; industry adapted other minerals; and the strict dependence on natural cycles and farming was progressively modified through food processing and storage techniques.

The pragmatic framework of current human praxis is based on the structural characteristics of this higher scale of humankind. It affects the nature of human work and the nature of social, political, and national organization within emerging national states. A retrospective of the dynamics of growth and resource availability shows that with language, writing and reading, and finally with literacy, and even more through engineering outside language experience, a coherent framework of pragmatic human action was put in place, and used to compensate for the progressive imbalance between population growth and resources.

Our time is in more than one way the expression of a semiosis with deep roots in the pragmatic context in which writing emerged. Engineering dominates today. In trying to define the semiosis of engineering, i.e. how the relation between work we a.s.sociate with engineering and language evolved, we evidence both continuity-in the form of successive replications-and discontinuity-in the new condition of the current engineering work. Our reference can be made to both the dissemination of the writing system based on the Phoenician alphabet, and the language of drawing that makes engineering possible.

Phoenician traders supplied materials to the Minoans. The Minoan burial culture involved the burial of precious objects that embodied the experience of crafts. These objects were made out of silver, gold, tin, and lead. In time, increased quant.i.ties of such metals were permanently removed from the market.

Phoenicians, who supplied these materials, had to search farther and farther for them, using better tools to find and preprocess the minerals. The involvement of writing and drawing in the process of compensation between perceived needs and available resources, and the fact that searches for new resources led to the dissemination of writing and craftsmans.h.i.+p should be understood within the dynamics of local economies.

Up to which point such a compensatory action, implying literacy and engineering skills, is effective, and when it reached its climax, possibly during the Industrial Revolution, is a question that can be put only in retrospect. Is there a moment when the balance was tilted towards the means of expression of and the communication specific to engineering? If yes, we do not know this moment; we cannot identify it on historic charts. But once the potential of literacy to support human practical experiences of self- const.i.tution in a new pragmatic framework was exhausted, new means became necessary. To understand the dynamics of the changes that made the new pragmatic framework of the civilization of illiteracy necessary is the object of the entire book. While engineering contributed to them, they are not the result of this important practical experience, but rather a cause of how it was and is affected by them. The stream of diversified experiences that eventually gushed forth through new languages, the language of design and engineering included, resulted in the awareness of mediation, which itself became a goal.

Mediation of mediation

With the risk of breaking the continuity of the argument, I would like to continue by suggesting the implications of this argument for the reality to which this book refers: the present. First, a general thesis derived from the a.n.a.lysis so far: The market of direct exchange, as well as the market of mediated forms, reflect the general structure of human activity-direct work vs.

mediated forms of work-and are expressed in their specific languages. From a certain moment in human evolution, tools, as an extension of the human body and mind, are used, some directly, some indirectly. Today we notice how, through the intermediary of commands transmitted electronically, pneumatically, hydraulically, thermally, or in some other way, the mediation of mediation is introduced. Pressing a b.u.t.ton, flipping a switch, punching a keyboard, triggering a relay-seen as steps preparing for entirely programmed activities-means to extend the sequence of mediations. Between the hand or another body part and the processed material, processing tools and sequences of signs controlling this process are introduced. Accordingly, language, as related to work, religion, education, poetry, exchange in the market, etc., is restructured. New levels of language and new, limited, functionally designed languages are generated and used for mediating. The language of drawings (more generally the language of design) is one of them. Relations among these different levels and among the newly designed languages are established.

But how is this related to the innate heuristic condition of the human being and to the working hypothesis advanced regarding the change in the scale of humanity? Or is it only another way of saying that technology, resulting from engineering interpretations of science, defines the path to higher levels of efficiency, and to the relative illiteracy of our time? The increase in population and the dynamics of diversification (more choices, more resources) at this new scale a.s.sume a different dimension. It is irrelevant that resources of one type or another are exhausted in one economy. As a matter of fact, j.a.pan, Germany, England, and even the USA (rich in the majority of resources in demand) have exhausted whatever oil, copper, tin, diamonds, or tungsten was available. Due to many factors, farmland in the western world is decreasing, while the quant.i.ties and different types of food consumed per capita have increased substantially. Faced with the challenge posed by the national, linear, sequential, dual, deterministic nature of the pragmatic framework that generated the need for literacy, humans discover means to transcend these limitations-globality, non-linearity, configuration, multi-valued logic, non-determination-and embody them in artifacts appropriate to this condition.

The new scale necessitated creative work for multiplying available resources, for looking at needs and availabilities from a new perspective. Those who see globality in the j.a.panese sus.h.i.+ restaurant in Provence or in the Midwest, in the McDonalds in Moscow or Beijing, in multinational corporations, in foreign investments mushrooming all over, miss the real significance of the term. Globality applies to the understanding that we share in resources and creative means of multiplying them independent of boundaries (of language, culture, nations, alliances, etc.), as well as in high efficiency processing equipment. This understanding is not only sublime, it has its ugly side. The world would even go to war (and has, again and again) to secure access to critical resources or to keep markets open. But it is not the ugly side that defines the effective pragmatics. Nor does it define the circ.u.mstances of our continuous self-definition in this world of a new dynamics of survival needs and expectations above and beyond such needs.

Where literacy no longer adequately supports creative work based on higher levels of efficiency, it is replaced by languages designed and adapted to mediation, or to work destined to compensate for an exhausted resource, or by machines incorporating our literacy and the literacies of higher efficiency. Hunting and fis.h.i.+ng remain as mere sport, and foraging declined to the level at which people in a country like the USA no longer know that in the woods there are mushrooms, berries, and nuts that can be used as food. Even agriculture, probably the longest standing form of practical experience, escapes sequentiality and linearity, and adds industrial dimensions that make agriculture a year-round, highly specialized, efficient activity. We share resources and even more in the globality of the life support system (the ecology); in the globality of communication, transportation, and technology; and, last but not least, in the globality of the market. The conclusion is that, once again, it is not any recent discovery or trend that is the engine of change, from local to national to global, but the new circ.u.mstances of human experience, whose long-lasting effect is the altered individual.

Freed from the human operator and replaced by technology that ensures levels of efficiency and security for which the living being is not well adapted to provide, many types of work are simultaneously freed from the constraints of language, of literacy in particular. There is no need to teach machines spelling, or grammar, or rules of constructing sentences. There is even less of a need to maintain between the human being and the machine a mediating literacy that is awkward, inefficient, stamped by ambiguity, and burdened by various uses (religious, political, ideological, etc.). The new languages, whether interfaces between machines or between humans and machines, are of limited scope and duration. In the dynamics of work, these new languages are appropriately adapted to each other. Our entire activity becomes faster, more precise, more segmented, more distributed, more complex. This activity is subordinated to a multi-valued logic of efficiency, not to dualistic inferences or truth or falsehood.

Some might read into the argument made so far a vote against the many kinds of activists of this day and age: the ecologists who warn of damage inflicted on the environment; Malthusians tireless in warning of upcoming famine; the zero-population- growth movement, etc. Some might read here a vote for technocracy, for the advocates of limitless growth, the optimists of despair, or the miracle planners (free marketers, messianic ideologists, etc.). None is the case. Rather, I submit for examination a model for understanding and action that takes into account the complexity of the problem instead of explaining complexities away and working, as literacy taught us to, on simplified models. Mapping out the terrain of the descriptive level of the relation between language and work under current pragmatic circ.u.mstances will a.s.sist in the attempt to plot, in some meaningful detail, the position so far described.

Literacy and Education

Education and literacy are intimately related. One seems impossible without the other. Nevertheless, there was education before the written word. And there is education that does not rely on literacy, or at least not exclusively. With this in mind, let us focus, in these preliminary words, on what brought literacy into education, and on the consequences of their reciprocal relation.

The state of education, like the state of many other inst.i.tutions embodying characteristics of literacy-based practical experiences, is far from what is expected. Literacy carried the ideal of permanency into the practical experience of education.

In a physical world perceived as limited in scale and fragmented, captive to sequentiality, characterized by periodic changes and intercommunal commitments aimed at maintaining permanency, literacy embodied both a goal and the means for achieving it. It defined a representative, limited set of choices. Within this structure, education is the practical experience of stabilizing optimal modes of interaction centered around values expressed in language. Education based on literacy is adapted to the dynamics of change within the reduced scale of humankind that eventually led to the formation of nations-ent.i.ties of relative self-sufficiency. Within national boundaries, population growth, resources, and choices could be kept in balance.

Purposely simplified, this view allows us to understand that education evolved from its early stages-direct transmission of experience from one person to another, from one generation to another-to religion-based educational structures. Filtered by a set of religious premises, education later opened a window beyond the immediate and the proximity of life, and evolved, not painlessly, into schools and universities concerned with knowledge and scholars.h.i.+p. This, too, was a long process, with many intermediate steps, which eventually resulted in the generalized system of education we now have in place, and which reflects the separation of church and state. Liberal education and all the values attached to it are the foundational matrix of the current system of general education.

If you give someone a hammer, every problem looks like a nail. If you give someone an alphabet, every problem becomes one of literacy and education-this would probably be a good paraphrase, applicable to the discussions on education in our day. It should not follow, however, that with the World Wide Web, education is only a matter of on-line postings of cla.s.ses and the accidental matching of educational needs to network availabilities. In our world of change and discontinuity, the end of literacy, along with the end of education based on literacy, is not a symptom, but a necessary development, beyond on-line studies. This conclusion, which may appear to be a criticism of the digital dissemination of knowledge, might seem hasty at this point in the text. The arguments to follow will justify the conclusion.

"Know the best"

Resulting from our self-const.i.tution in a world obsessed with efficiency and satisfaction, the insatiable effort to exhaust the new-only to replace it with the newer- puts education in a perspective different from that opened by literacy. Education driven by literacy seems to be condemned to a sui generis catch-up condition, or "d.a.m.ned if you do, d.a.m.ned if you don't."

In the last 30 years, education has prepared students for a future different from the one education used to shape in a reactive mode. Under the enormous pressure of expectations (social, political, economic, moral) it simply cannot fulfill, unless it changes as the structure of the pragmatic framework changed, the inst.i.tution of education has lost its credibility.

Cla.s.ses, laboratories, manuals, any of the educational methods advanced, not to mention the living inventory of teachers, account for contents and ways of thinking only marginally (if at all) linked to the change from a dominant literacy to numerous literacies. IBM, fighting to redefine itself, stated bluntly in one of its educational campaigns, "Since 1900, every inst.i.tution has kept up with change, except one: Education."

More money than ever, more ideals and sweat have been invested in the process of educating the young, but little has changed either the general perception of education or the perception of those educated. The most recent laboratory of the high school or university is already outdated when the last piece of equipment is ordered. The competence of even the best teachers becomes questionable just as their students start their first journey in practical life. The harder our schools and colleges try to keep pace with change, the more obvious it becomes that this is a wrong direction to pursue, or that something in the nature of our educational system makes the goal unreachable-or both of these alternatives. Some people believe that the failure is due to the bureaucracy of education. Much can be said in support of this opinion. The National Inst.i.tute for Literacy is an example of how a problem can become a public inst.i.tution. Other people believe that the failure is due to the inability of educators to develop a good theory of education, based on how people learn and what the best way to teach is. Misunderstanding the implications of education and setting false priorities are also frequently invoked. Misunderstanding too often resulted in expensive government projects of no practical consequence.

Other explanations are also given for the failure of education-liberalism, excessive democracy in education, rejection of tradition, teaching and learning geared to tests, the breakdown of the family. (Listing them here should not be misconstrued as an endors.e.m.e.nt.) It seems that every critic of today's education has his or her own explanation of what each thinks is wrong. Some of these explanations go well back, almost to the time when writing was established: education affects originality, dampens spontaneity, and infringes upon creativity. Education negates naturalness during the most critical period of development, when the minds of young people, the object of education, are most impressionable.

Other arguments are more contemporary: If the right texts (whatever right means) were to be taught, using the best methods to put them in a light that makes them attractive, education would not lose out to entertainment. Some groups advocate the digest approach for texts, sometimes presented in the form of comic strips or Internet-like messages of seven sentences per paragraph, each sentence containing no more than seven words.

These explanations a.s.sume the permanence of literacy. They concentrate on strategies, from infantile to outlandish, to maintain literacy's role, never questioning it, never even questioning whether the conditions that made it necessary might have changed to the degree that a new structure is already in place. Educators like to think that their program is defined through Matthew Arnold's prescription, "Know the best that is known and thought in the world," an axiom of tradition-driven self- understanding. This att.i.tude is irrelevant in a context in which best is an identifier of wares, not of dynamic knowledge.

Some educators would follow Jacques Barzun's recommendation: "serious reading, serious teaching of reading, and inculcation of a love for reading are the proper goal of education."

Ideal vs. real

Schools at all levels of education purport to give students a traditional education and promise to deliver the solid education of yesteryear. Contrast this claim to reality: Under the pressure of the market in which they operate, schools maintain that they prepare students for the new pragmatic context. Some schools integrate practical disciplines and include training components. Courses in computer use come immediately to mind.

Some schools go so far as to sign contracts guaranteeing the appropriateness of the education they provide. In the tradition of the service industry, they promise to take back pupils unable to meet the standardized criteria. Every spring, a reality check is made. In 1996, a poll of 500 graduating seniors revealed that only 7% succeeded in answering at least 15 of 20 questions asked. Five of these were on math, the rest on history and literature-all traditional subject matter.

Experts called to comment on the results of this poll-E.D.

Hirsch, author of Cultural Literacy and active in having his educational ideas implemented; Diane Ravitch, former a.s.sistant Secretary of Education; and Stephen Balch, president of the National a.s.sociation of Scholars, const.i.tute themselves in the pragmatic framework of literacy-based education. They declare, and appropriately so, that educational standards are declining, that education is failing to produce the type of citizen a democracy needs. As reputable as they undoubtedly are, these scholars, and many of those in charge of education, do not seem to realize what changes have been taking place in the real world. They live in the richest and probably most dynamic country in the world, with one of the lowest unemployment rates, and the highest rate of new business creation, but fail to a.s.sociate education with this dynamism. If education is failing, then something positive must be replacing it.

In modern jargon, one can say that until education is re-engineered (or should I say rethought?), it has no chance of catching up with reality. In its current condition of compromise, education will only continue to muddle along, upsetting both its const.i.tuencies: those captive to an education based on the literacy model, and those who recognize new structural requirements.

The reality is that the universality implicit in the literacy model of education, reflected in the corpus of democratic principles guaranteeing equality and access, is probably no longer defensible in its original form. Education should rather elaborate on notions that better reflect differences among people, their background, ethnicity, and their individual capabilities. Instead of trying to standardize, education should stimulate differences in order to derive the most benefit from them. Education should stimulate complementary avenues to excellence, instead of equal access to mediocrity. Some people may be uneducatable. They might have characteristics impossible to reduce to the common denominator that literacy-based education implies. These students might require alternative education paths in order to optimally become what their abilities allow them to be, and what practical experience will validate as relevant and desired, no matter how different.

Equal representation, as applied to members of minority students or faculty, ethnic groups, s.e.xes or s.e.xual preferences, and the handicapped, introduces a false sense of democracy in education.

It takes away the very edge of their specific chances from the people it pretends to help and encourage. Instead of acknowledging distinctions, expectations of equal representation suggest that the more melting in the pot, the better for society, regardless of whether the result is uniform mediocrity or distributed excellence. Actually the opposite is true: equal opportunity should be used in order to preserve distinctive qualities and bring them to fruition.

As a unified requirement, literacy imparts a sense of conformity and standardization appropriate to the pragmatic framework that made standardized education necessary. Numerous alternative means of expression and communication, for which education has only a deaf ear, facilitate the multiplication of choices. In a world confronted with needs well beyond those of survival, this is a source of higher efficiency. The necessary effort to individualize education cannot, however, take place unless the inalienable right to study and work for one's own path to self-improvement is not respected to the same extent as liberty and equality are.

The globality of human praxis is not a scenario invented by some entrepreneur. It is the reflection of the scale at which population growth, shared resources, and choices heading to new levels of efficiency become critical. In our world many people never become literate; many more still live at the borderline between human and animal life, threatened by starvation and epidemics. These facts do not contradict the dynamics that made alternatives to literacy necessary. It is appropriate, therefore, to question the type of knowledge that education imparts, and how it impacts upon those who are educated.

Relevance

Schools and universities are criticized for not giving students relevant knowledge. The notion of relevance is critical here.

Scholars claim that knowledge of facts pertaining to tradition, such as those tested in the graduating cla.s.s of 1996, are relevant. Relevant also are elements of logical thinking, enough science in order to understand the wealth of technologies we use, foreign languages, and other subject matter that will help students face the world of practical experience. Although the subjects listed are qualified as significant, they are never used in polls of graduating students.

Critics of the traditional curriculum dispute the relevance of a tradition that seems to exclude more than it includes. They also challenge implicit hierarchical judgments of the people who impose courses of study. Multiculturalism, criticism of tradition, and freedom from the pressure of compet.i.tion are among the recommendations they make. Acknowledging the new context of social life and praxis, these critics fail, however, to put it in the broader context of successive structural conditions, and thus lack criteria of significance outside their own field of expertise.

With the notion of relevance, a perspective of the past and a direction for the future are suggested. That literacy-based education, at its inception, was xenophobic or racist, and obviously political, n.o.body has to tell us. Individuals from outside the polis, speaking a different mother tongue, were educated for a political reason: to make them useful to the community as soon as possible. Conditions for education changed dramatically over time, but the political dimension remains as strong as ever. This is why it can only help to dispense with certain literate att.i.tudes expressing national, ethnic, racial, or similar ambitions. It is irrelevant whether Pythagoras was Greek and whether his geometry was original with him. It is irrelevant whether one or another person from one or another part of the world can be credited with a literary contribution, a work of art, or a religious or philosophic thought. What counts is how such accomplishments became relevant to the people of the world as they involved themselves in increasingly complex practical experiences. Moreover, our own sense of value does not rest on a sports-driven model-the first, the most, the best-but on the challenge posed by how each of us will const.i.tute his own ident.i.ty in unprecedented circ.u.mstances of work, leisure, and feeling. Relevance applies to the perspective of the future and to the recognition that experiences of the past are less and less pertinent in the new context.

What should be taught? Language? Math? Chemistry? Philosophy? The list can go on. It is indeed very hard to do justice by simply nodding yes to language, yes to math, yes to chemistry, but not yes wholesale, without putting the question in the pragmatic context. This means that education should not be approached with the aura of religion, or dogmatism, a.s.sumed up to now: The teacher knew what eternal truth was; students heard the lectures and finally received communion.

All basic disciplines have changed through time. The rhythm of their change keeps increasing. The current understanding of language, math, chemistry, and philosophy does not necessarily build on a progression. Science, for example, is not acc.u.mulation. Neither is language, contrary to all appearance.

Rules learned by rote and accepted as invariable are not needed, but procedures for accessing knowledge relevant to our dynamic existence are. To memorize all that education-no matter how good or bad-unloads on students is sheer impossibility. But to know where to find what a given practical instance requires, and how one can use it, is quite a different matter.

Should square dancing, Heavy Metal music, bridge, Chinese cuisine be taught? The list, to be found in the curriculum of many schools and colleges, goes on and on. The test of the relevance of such disciplines (or subjects) in a curriculum should be based on the same pragmatic criteria that our lives and livelihoods depend on. New subjects of study appear on course lists due to structural changes that make literacy useless in the new pragmatic context. They cannot, however, subst.i.tute for an education that builds the power of thinking and feeling for practical experiences of increased complexity and dynamism.

Education needs to be shaped to the dynamics of self-const.i.tution in practical experiences characteristic of this new age of humankind. This does not mean that education should become another TV program, or an endless Internet voyage, without aim and without method. We must comprehend that if we demand literacy and efficiency at the same time, ignoring that they are in many ways incompatible, we can only contribute to greater confusion.

Higher education was opened to people who merely need training to obtain a skill. These students receive precious-looking diplomas that exactly resemble the ones given to students who have pursued a rigorous course of education. Once upon a time, literacy meant the ability to write and read Latin. Therefore, diplomas are embellished with Latin dicta, almost never understood by the graduates, and many times not even by the professors who hand them out. In the spirit of nostalgia, useless rituals are maintained, which are totally disconnected from today's pragmatic framework.

The progressively increased mediation that affects efficiency levels also contributes to the multiplication of the number of languages involved in describing, designing, coordinating, and synchronizing human work. We are facing new requirements-those of parallelism, non-linearity, multi-valued logic, vagueness, and selection among options. Programming, never subject to wrong or right, but to optimal choice, and always subject to further improvement, is becoming a requirement for many practical experiences, from the arts to advanced science. Requirements of globality, distribution, economies of scale, of elements pertinent to engineering, communication, marketing, management, and of service-providing experiences need to be met within specific educational programs. The fulfillment of these requirements can never be relegated to literacy.