THE END, as debated earlier, is also not the textbook, either. The "END" is many things, not the least of which is the acquisition of knowledge and the development of mature methods for the application of that knowledge. As for the rest, and the true rationale for all education, it is largely a cultural and societal issue.

The textbook (in paper form) must be viewed as an information tool, and as such, subject to change and evolution as with any other tool. As for the reliance upon paper as the primary physical underpinning, perhaps our own deeply entrenched paradigm for the presentation of the written word (even the term "written" here smacks of century upon century of paradigm reinforcement) on wood pulp product prevents all but the most open thinkers from escaping the trap that information and books are synonymous. Books are not permanent (they burn and decay); in fact, neither is most "knowledge"(it's culturally, theoretically, and societally-based). However, as a physical form for the presentation of man's ideas, textbooks and workbooks in the school have two overwhelming advantages over other forms of information presentation media: a) they are exceptionally portable, truly allowing information anywhere anytime, and b) they cater to the lowest common economic denominator, allowing knowledge to be distributed across the widest range of economic classes.

If we propose as educators that knowledge should be universally-accessible, then we MUST - at least for the time being - continue to support the presentation of knowledge on affordable media, and nothing is as currently affordable as paper. The debate as I see it raging here is somewhat misplaced: one camp proposes that we replace paper with electronics, with the other camp diametrically opposed. The topic which I believe we should be currently debating is the DEGREE to which current-level technology can support and/or supplant paper-based information, and specifically to what ends and in which particular venues.

To those in the know, it is no secret that the ultimate goal of the evolution of electronic information storage and retrieval devices - such as laptops - is and always has been to evolve electronic information systems to a level suitable to adapt readily, universally, and affordably to all learning modalities. Unfortunately we are still trying to adapt to those systems, as opposed to the opposite. The technology has simply not yet matured, even though we argue that we are ready for the change (and I doubt many if any of us really are). As to the electronic book, which currently appears to hold the most promise in this area, remember that the electronic book is NOT a new invention; having failed the first time, it is being re-introduced into the COMMERCIAL marketplace with new features designed for the avid reader (not the reluctant or challenged learner).

I am a proponent of the electronic book concept. I do not, however, see the current incarnation as holding any particular universal appeal to education. There may come a day when someone with sufficient startup expenses has finally figured out what education really needs, has addressed the core realities of everyday life in the eduational setting, and can successfully apply the technology, but it has not happened yet. As for laptops, history will prove that this is but another evolutionary - and temporary - step in the development of the electronic information appliance, which today we know by no more universal name than "book".

• Re: Are you kidding? Rick Faircloth, February 11, 1999 (1)
  • Re: Are you kidding? William L. Rukeyser, February 16, 1999 (0)