Technophiles Anonymous

This week’s reading about reverse adaption featured the statement that “[. . .] in technology means sometimes determines ends and thus people become enslaved by their servant” (Borgmann 61). This statement rings true to the fact that human beings are now largely governed by an entity called technology. How many of us could live without the comforts of the shower, the heater, and the local grocery store, much less our personalized computers, our cell phones, and our iPods? Acquiring basic survival or even domestic skills is no longer viewed as a priority or even a necessity; indeed, developing these skills is now classified as a ‘hobby’ in programs like Boy Scouts and 4-H. In some ways, it appears that mankind is physically addicted to technology, and thus, we have become dependent on it for happiness and success.

Besides being physically limited, we also see that technology’s effects, such as reverse engineering, are limiting us mentally as the required learning curriculum becomes increasingly vast and shallow. Because the in-depth thinking that leads to personal growth cannot be measured on a standardized test, modern students are only required to memorize hollow facts and procedures. Even today’s Advanced Placement tests only evaluate students’ ability to robotically chuck out formal essays full of terms and topics that they may cease to fully comprehend or have any real opinion on. Without question, one of the most life-changing learning experiences in my academic career was the week in Junior High that my Social Studies and English teachers partnered up to conduct a unit on the Jewish Holocaust. Besides traditional pedagogy, the lessons included silent moments of personal reflection, emotional outlets like poetry and art projects, a fieldtrip to the local Holocaust museum, and a visit from a local survivor’s daughter. The experience has been a key proponent in my active passion against bigotry. Unfortunately, that kind of learning cannot be evaluated based on the black and white standards of the technological age, and therefore, few schools have the time and money to set aside for these types of programs. Even the methods of educating are becoming slave to technology. Apparently it is now acceptable to cancel class when the professor cannot get his PowerPoint up and running! As further evidence, during my first aid work experience in the local schools, around one-fifth of a class period was wasted as the students struggled to start and log onto the school’s new set of Netbooks. Despite these obvious hindrances, the field of education continues to push towards modern technology.

As a last thought, perhaps this lends some insight into the current obsession with James Cameron’s “Avatar”. We are enticed by the plot because it illustrates a scenario where these ideal, human-like beings can sustain themselves without modern technology and ultimately, triumph over machine to regain the role of ‘master’ over technology.