Summary Of The End Of Education By Neil Postman

Solutions are offered in this book that seek to counteract these effects of modern education and repair students’ souls to what they deserve to be. First, Bloom states that “human nature must not be altered in order to have a problem-free world” (229). People were created to think critically in times of disequilibrium, and constantly seeking to be peaceful is harmful in the long run. Additionally, the desire all people possess to understand their actions, as well as those of others, is ultimately pointless (238). It is impossible to achieve this goal, and there is no practical application for it. Instead, it is the job of the university to become “distinctive,” an effort which has been failing in the recent years (337). When incoming students

Postman’s book centers around his beliefs on “a transcendent, spiritual idea that gives purpose and clarity to learning” (5). He calls these ideas “Gods,” devoting multiple chapters to the useless Gods and potentially beneficial Gods. He agrees with Bloom that modern conventions are harming humanity, as he states regarding the god of Technology (38). However, he admits that there still may be some value in it, if used properly. Two of the gods he believes will serve humanity the best are the Fallen Angel and the American Experiment. “The fallen angel” acknowledges individuals are flawed, but they have the capability of redeeming themselves through education (67). This perspective shows the pessimism of Bloom combined with the optimism of hooks. The other god, the hypothesis about “the American experiment,” was created “to provide our youth with the knowledge and will to participate in the great experiment […] and to help them discover what questions are worth arguing about” (73-74). This idea comes from both Bloom and hooks, requiring students to formulate their own questions and find the answers for themselves. Eventually, all three authors agree that this will make the students more intelligent and better equipped to participate in society. “The universe of discourse,” as Postman proposes, is the only way to truly educate students. In order to do this, however, he encourages the discussion of multiple perspectives, from Bloom’s “great books” to hooks’s relational