Neil Postman and his concept of the media ecology of education

   The article is devoted to an analysis of the works of educator, media theorist, and cultural critic Neil Postman (1931–2003). He was among the first to advance the idea that modern education is not merely an institution for the transmission of knowledge; rather, its primary task is the critique of contemporary culture. Accordingly, schooling should include the analysis of media as distinct cultural forms that are not anthropologically neutral, since they participate in shaping perception, thought, and the values of modern subjects. Postman applied a media ecology approach to the educational system, according to which modern individuals must not only use new technologies but also understand their structure, language, underlying ideology, and mechanisms of influence. From the standpoint of the ecology of education, he formulated several ideals for transforming the modern school: to turn schools from places where teachers control students through judgment and punishment into communicative communities of collaborative learning (1); to change methods of assessment, since they foster competition and thereby distract students from the intrinsic joy of learning (2); to move from homogeneous learning environments to heterogeneous groups of students, as homogeneity reinforces social inequality (3); to focus on civic education by teaching younger generations the rights and responsibilities of citizenship (4); to shift the emphasis from individual learning to learning as a process of collective activity (5); to prioritize the socialization of students as persons and citizens, rather than merely as cognitive subjects (6); to make dialogue, questions rather than answers, and collaborative inquiry central priorities in schooling (7). In his work, Neil Postman also criticizes modern education for having lost its sense of purpose and become instrumentalized. His approach is essentially transdisciplinary, integrating pedagogy, media theory, cultural critique, and the philosophy of education.