{"resolved":true,"match_type":"uuid","source_type":"original_book","book_id":"49cc214a-3654-479f-be70-75b4f7ae7556","title":"技术垄断：文化向技术投降","author":null,"edition":null,"publisher":null,"year":null,"isbn":"9787521700497","requested_by":"printed_page","book":{"source_type":"original_book","book_id":"49cc214a-3654-479f-be70-75b4f7ae7556","id":"49cc214a-3654-479f-be70-75b4f7ae7556","uuid":"49cc214a-3654-479f-be70-75b4f7ae7556","title":"技术垄断：文化向技术投降","normalized_title":"技术垄断文化向技术投降","author":null,"edition":null,"publisher":null,"year":null,"isbn":"9787521700497","isbns":["9787521700497"],"parsed":true,"ai_readable":true,"document_type":"book","page_count":309,"navigation_url":"https://workshop.closeclaw.top/ai/book/49cc214a-3654-479f-be70-75b4f7ae7556","title_url":"https://workshop.closeclaw.top/ai/title/%E6%8A%80%E6%9C%AF%E5%9E%84%E6%96%AD%EF%BC%9A%E6%96%87%E5%8C%96%E5%90%91%E6%8A%80%E6%9C%AF%E6%8A%95%E9%99%8D","fixed_page_url_template":"https://workshop.closeclaw.top/ai/book/49cc214a-3654-479f-be70-75b4f7ae7556/page/{printed_page}","path_api_url_template":"https://workshop.closeclaw.top/api/ai/book/49cc214a-3654-479f-be70-75b4f7ae7556/page/{printed_page}","read_url":"https://workshop.closeclaw.top/api/ai/read/49cc214a-3654-479f-be70-75b4f7ae7556","page_url":"https://workshop.closeclaw.top/api/ai/books/49cc214a-3654-479f-be70-75b4f7ae7556/page","search_url":"https://workshop.closeclaw.top/api/ai/books/49cc214a-3654-479f-be70-75b4f7ae7556/search"},"page":{"printed_page":"221 / 198","pdf_page":268,"physical_index":268,"physical_index_base":0,"printed_page_status":"recognized","page_sha256":"ac57445d45e0015f85c80cd9c5bf6828b57f8862699059e906d9bff664d39d2e"},"chapter":"TECHNOPOLY The Surrender of Culture to Technology Neil Postman","content":"我们很可能会面对这样的局面：由于学生沉浸在今天的通俗艺术里，所以他们会觉得，我波斯曼这样强调古典艺术是单调乏味、令人痛苦的。反过来，学生的痛苦又会使老师感到痛苦；很自然，老师喜欢传授立竿见影、激发学生热情回应的东西。但我们必须向学生证明，并非一切有价值的东西都是一学就会、易如反掌的，有些要求很高的审美水平的东西，是他们闻所未闻的。尤为重要的是，我们必须向他们展示人类艺术的根源。在我们这个时代，这个任务必然要落到学校的肩头上。\n\n至于根源问题，我想在建议结尾时再纳入两个科目，这对我们了解我们从何而来是不可或缺的。首先是技术史，技术的重要性和科学及艺术一样，技术史告诉我们人类和自然界碰撞的故事，同时告诉我们人类的局限。比如，我们要向学生展示，13世纪发明的眼镜和20世纪发明的基因切片是有联系的：在这两种情况下，我们都摈弃了人体解剖是人类命定的命题，我们用技术来界定自己的命运。简而言之，我们培养的学生必须了解我们的技艺和我们的社会心理世界的关系，他们要能够用广博的知识参与会话，能够探讨技术正在把我们引向何方，又如何把我们引向要去\n\n第十一章 爱心斗士\n\n221\n\n198","previous_page":267,"next_page":269}