Issues at the Nexus of Media & Education—Learning in the Internet Age

Fields of Reading motives for writing by nancy r comley. In the book: Thomas (pp. 427-429); T. Martin (pp. 501-503); Carr (pp. 609-617)
Issues at the Nexus of Media & Education—Learning in the Internet Age Readings—Thomas (pp. 427-429); T. Martin (pp. 501-503); Carr (pp. 609-617) After carefully and completely going through the assigned articles by Thomas, T. Martin & Carr, post an academically solvent, well-considered response to these prompts: 1. Thomas (1983) opines that “computers will not take over the world; they cannot replace us, because they are not designed, as we are, for ambiguity” (p. 428). In contrast, Carr (2008) laments the “Google world” premise that “ambiguity is not an opening for insight but a bug to be fixed” (p. 615). Briefly cite/paraphrase an additional quote from one of these two articles to show what the authors mean by ambiguity: Is it an asset to humanity, or should it be “fixed” by technology? 2. Thomas also suggests that earth can be described in “two words—miracle and marvel…we are only now beginning to appreciate how strange and splendid it is” (p. 429). Martin (2007), however, implies a ‘materialist view as he takes issue with “certain ancient accounts of earth’s history that…contradict mountains of well-established [scientific] data” (p. 501). Cite at least one of these authors, and propose an approach for public education to deal with areas where science and personal belief may overlap. Is it possible to teach according to the premise that life is a “miracle” which defies neatly scientific explanation, or must educators treat life as the result of purely natural processes? 3. Carr (2008) maintains that the Internet has altered the way contemporary thinkers read and reason, much as the “widespread use of timekeeping instruments” in an earlier era meant that “we stopped listening to our senses and started obeying the clock” (p. 612). Martin (2007) argues that “technical mastery” or “even…an impressive degree of scientific literacy” is no guarantee against “deeply ingrained cultural suppositions” (pp. 501-502). Which of these two forces—technology or culture—poses the more serious risk to authentic intellectual discourse? Support your answer with a citation from one of the 3 authors featured this week.