Dumbing Down Part 3

Sitting facing the television, muttering half thoughts or reactions into black space - this is the primary linguistic training ground for most of my students. It does not in any way adequately serve the goal of developing and strengthening verbal communication because there is no meaningful interaction. I have before me in my classroom a generation of youngsters whose world encourages linguistic passivity. I must build an awareness of the demands of clear verbal communication on the most rudimentary interpersonal levels.

A. Jane Hamilton
MIddle School Teacher, Hillsboro, NH



According to Dr. Healy (Endangered Minds) language shapes culture, thinking, and brains. The verbal bath in which society soaks its children arranges their synapses and their intellects; it helps them learn to reason, reflect, and respond to the world. The brain is ravenous for language stimulation in early childhood but becomes increasingly resistant to change when the hour of puberty arrives.

The brains of today's children are being structured in language patterns antagonistic to the values and goals of formal education. The culprit, which is now invading all levels of the socioeconomic spectrum, is diminished and degraded exposure to the forms of good, meaningful language that enable us to converse with others, with the written word, and with our own minds. The results are inevitable: declining literacy, falling test scores, faltering oral expression, ineptitude with the written word that extends from elementary schools into the incoming ranks of professionals. Corporations run writing courses for budding executives, universities re mediate basic skills, secondary schools lower standards, and elementary schools add more "learning disability" classes.

Educational planners ignore the basic problem and tout curriculum and methods devised for a previous generation. Old methods are not working because young brains have not been shaped around language as a quintessential tool for analytic thinking. If we want growing brains to build the foundations for traditional modes of academic excellence, we must confront the habits of our culture that are changing the quality and the quantity of our children's conversation.

As noted in a previous post, much of the blame inevitably falls on television, but that is only one symptom of the problem. According to Dr. Healy, no one has defined long-term effects of headphones versus conversation, of computer games or drills versus active social play, of dvds instead of books. How can children bombarded from birth by noise, frantic schedules, and the caretaking of a fast-paced adult world learn to analyze, reflect, and ponder?

Now, how do I as a parent deal with this? Obviously, we live in a culture of technology, a culture where no one plays outside (I had a neighbor knock on my door yesterday to tell me that my children were playing in puddles of water and mud in the rain and it is gross. I was like, um, it was my idea! I don't think she thinks I am a good parent anymore).

I would love to hear some ideas of what some of you moms, dads, singles, whoever, have done, did, or would do, to help avoid the trap of technology over kill.