10.6 CONCLUSUION

Now, what I want is, Facts. Teach these boys and girls nothing but Facts. Facts alone are wanted in life. Plant nothing else, and root out everything else. You can only form the minds of reasoning animals upon Facts; nothing else will ever be of any service to them. This is the principle on which I bring up my own children, and this is the principle on which I bring up these children. Stick to Facts, sir! (Dickens, Hard Times, 1854/1990, p. 8).

With these words, Thomas Gradgrind, a fictitious Victorian schoolmaster with excessive cultural literacy values, helps conclude this chapter section. Aside from the detailed analysis presented by Whaley (1989), it is enough to declare that Gradgrind's educational philosophy is:

1. Authoritarian, fanatical, and bullying in its application
2. Rigid, abstract, and barren in quality
3. Materialistic and commercial in its orientation. (Lodge,1969,p.90)

In opposing the undeserved reverence for authorized facts, the postmodern and poststructural theories explored in this chapter are valuable to the designers of instructional messages and to other professionals in educational communications and technology. Without considering criticism, the field is only the institutional processing of students and trainees with machines and programs. The functionality should be redirected to enable freedom and respect for others. Application of the humanistic critical theories of the postmodern and the poststructural may provide the necessary perspective. The current consequences of postmodern, poststructural concern for the field are political, cultural, and interpretive (Jamison, 1994b, 1996). Topics for continued investigation include who is doing what to whom, the expression of power relationships with sips, . and the problem with language as a model for how minds and societies function. Criticism can address these egalitarian issues and create new knowledge from humanistic points of view. The critical epistemology transcends the nonneutrality of technoscience by regarding the technologies of education as communication and culture.

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