Analyzing Neil Postman’s The End of Education

Holly Gilmore

Loyola University-Maryland

ET690: Educational Technology Seminar

March 13, 2019

Introduction
 The writing style of Neil Postman’s , The End of Education , lends itself to multiple

interpretations as to what his intended message or thesis is. The title in and of itself is open to

multiple interpretations. Does Postman mean to suggest that , at the time of writing, we were

facing the “end” of education as we knew it? Or perhaps he is suggesting that education is finite

and at some point each learner will reach their “end”? Further still, did he intend that “end” be

interpreted not as “termination” but rather as “purpose?” I’d like to suggest that Postman intends

to discuss education as an end and as he elaborates on the many “gods we serve” he explains the

“means to that end.” I seek to address some of these questions throughout this paper. I will

summarize Postman’s explanation of the many gods or narratives we currently serve in

education, discuss where I agree and disagree with his perspective and finally propose a narrative

that we may follow or a god we may serve in the current age of education.

Question One: Postman’s Thesis

Postman’s thesis statement may be interpreted as the purpose of schooling and education

is to create the future public we desire. He argues that schools will only succeed in this if those

that facilitate and access them are serving the appropriate “gods.” Postman asserts his

perspective on page 5 stating, “Without a narrative, life has no meaning. Without meaning,

learning has no purpose. Without a purpose, schools are houses of detention, not attention. This

is what my book is about.” It seems to me that Poston believes that individually, we can serve

multiple gods and additionally, the narrative we choose to follow changes and develops to fit the

needs of the time. Poston does not seem to find fault with this, instead I believe his message is

that the individuals, the school and society need to have some sort of narrative or be serving at

least some god, which one is less important. Poston uses the words “god” and “narrative” almost

synonymously throughout the text, knowing it is “risky to do so.” He explains that he intends
for readers to envision a story, “one that tells of origins and envisions a future, a story that

constructs ideals, prescribes rules of conduct, provides a source of authority, and, above all,

gives a sense of continuity and purpose.”(Postman, 1995, p.3) Furthermore he goes on to explain

the stringent criteria he has for this story to be considered god- like. Stating, “ A god, in the sense

I am using the word is the name of a great narrative, one that has sufficient credibility,

complexity, and symbolic power to enable one to organize one’s life around it.” Once Poston’s

use of the word “god” and “narrative” is understood, we can better make sense of the gods he

suggests the education system or individuals in society may currently serve. Postman asserts that

we may serve The god of Reason, The god of Cognitive Science, The god of Technology, The

god of Multiculturalism, The god of Consumership, The god of Economic Utility, or The god of

Democracy, just to name a few. The differences in each of these narratives illustrate Postman’s

point that, the narrative or god we serve changes and is dependent on the needs of the time. For

example, schooling upon its creation, could be seen as serving The god of Democracy. Thomas

Jefferson as one of the proponents of this narrative during the age of enlightenment, tells the

story that he believes is necessary. Schools serve their purpose to “ ensure citizens would know

when and how to protect their liberty.” (Postman, 1995, p.11) One could argue that the purpose

and need for schools has certainly changed since then. I would argue that classrooms and schools

in their current state seek to serve gods more like the god of Multiculturalism or even the god of

Technology.

Postman argues, “ Public education does not serve a public. It creates a public….the

question is, What kind of public does it create? ...The answer to this question has nothing

whatever to do with computers, with testing, with teacher accountability, with class size, and

with other details of managing schools. The right answer depends on two things, and two things
alone: the existence of shared narratives and the capacity of such narratives to provide an

inspired reason for schooling.” (Postman, 1995, p. 18) Postman goes on to explain that the lack

of an inspired reason for school is what leads to failure or hinders a public developing into a

“good” public.

Postman presents the following as gods that fail : the god of Economic Utility (Postman,

1995, p.27) , the god of Consumership (Postman, 1995, p. 31), the god of Technology(Postman,

1995,p.35) and the god of Multiculturalism(Postman, 1995, p.48). I am inclined to agree with

Postman’s assertion that these narratives fail and do not create a good public. These gods do not

address the human nature of education and its learners.

Postman opens his discussion of gods that may serve by articulating what he believes

society understands as the purpose for schooling. “For in this case our citizens believe in two

contradictory reasons for schooling. One is that schools must teach the young to accept the world

as it is… The other is that the young should be taught to be critical thinkers…” He continues,

“Each of these beliefs is part of a unique narrative that tells of what it means to be human, what

it means to be a citizen, what it means to be intelligent.” (Postman, 1995, p.58) This explanation

supports my earlier point that Postman believes in order for a narrative to be successful, it must

address and serve the people or otherwise “end.” Postman suggests a few narratives that may do

this successfully: The Spaceship Earth (Postman, 1995 p. 61), The Fallen Angel (Postman, 1995,

p. 65), The American Experiment (Postman, 1995, p. 68), The Law of Diversity (Postman, 1995,

p. 72) and The Word Weavers or World Makers.(Postman, 1995, p. 79)

Postman explains the Spaceship Earth narrative through a fable. Agreeing to the fact that

the moral of the fable is open to several interpretations but sharing the one he prefers, he states

“a sense of responsibility for the planet is born from a sense of responsibility for one’s own
neighborhood.” (Postman, 1995, p.98) This narrative considers each of us a individuals aboard

the same ship. It promotes collaboration, cooperation and joint responsibility, to which I believe

we can attribute it’s potential success.

The Fallen Angel narrative addresses the imperfect nature of all humans. It assumes that

we are prone to make mistakes, all the time. This is accepted so long as the person who is prone

to err can separate their ego, pride and hubris for the greater good of the public. Furthermore, it

states we are prone to err because we do not and cannot know the whole truth.

The next narrative Postman describes is The American Experiment. He proposes, “...the

story of America as an experiment, a perpetual and fascinating question mark.” (Postman, 1995,

p.69) He goes on to state, “Our history allows us to claim that the basic question posed by the

American experiment is: Can a nation be formed, maintained, and preserved on the principle of

continuous argumentation?”(Postman, 1995,p.70) The positions schools as the facilitator of

argument, with their purpose being to teach students how to properly question, argue a point, and

practice perspective taking.

In suggesting gods and/or narratives that may serve, Postman next describes the Law of

Diversity. In this case “diverse” does not mean “divergent.” Postman explains this narrative to

mean that our differences as humans actually make us stronger and more intelligent. He prompts

readers to recognize that “the idea of diversity is a rich narrative around which to organize the

schooling of the young.”(Postman, 1995, p.73) In stating this though, he is quick to ascertain that

there are right reasons and wrong reasons to use the concept as diversity as a guidepost in

education and seeks to ensure that in recognizes each individual experience, the standard and

expectation remains high. “Diversity does not mean the disintegration of standards, is not an

argument against standards, does not lead to a chaotic, irresponsible relativism. It is an argument
for the growth and malleability of standards…”(Postman, 1995,p.78) In following the narrative

of the Law of Diversity, one must agree that the purpose for schooling or learning about certain

places, people, etc. is not to push or promote any agenda. But rather by working to understand a

diverse set of information, we grow as humans, as a public.

Postman presents one final narrative that may serve to create a “good” public, the Word

Weavers or World Makers.(Postman, 1995, p. 79) This narrative gives language and words

immense power. Postman questions how this came to be then suggests, “One answer that can

provide schooling with a profound organizing principle is that we use language to create the

world - which is to say, language is not only a vehicle of thought; it is as Wittgenstein said, also

the driver.”(Postman, 1995, p.81) This is to say that, our use of language defines the way we see

the world.

Question Four: Proposal

Postman has presented a variety of narratives that may serve. He seeks to give schooling

a valuable purpose, which I can appreciate. I agree that the narratives that are less successful

often tend to be the ones focused on individual success or failure, they are more cold and less

cooperative, less human in nature. Perhaps this is due to my perspective as a relatively new,

young educator. In my experience, the education system is experience a shift, albeit gradual and

minute at times, in purpose. The responsibility of the schoolhouse and educators is evergrowing.

I am more often seeing educators, students and other stakeholders of the school system following

a narrative that describes a primary purpose of schooling is to develop students in to humane,

responsible, well-adjusted citizens. Many could argue it appears the academics, rigor and content

rich instruction have become secondary. It is both interesting and important to note that in

closing his argument, Postman suggests that it is possible that none of these gods may serve to
create a “good” or ideal public. It is only if the idea of public education, public school and

childhood endure, that these narratives may continue to serve.

In discussing Postman’s theories and suggestions of gods that may serve, I find that there

is an element that may be missing. Perhaps at the time of publishing in 1995, this was a less

relevant issue and not part of the shared narrative. Each of the narratives that Postman suggests

have potential for success have an aspect that seem to address the unified, understanding nature

of a “good” public. Therefore, I propose a narrative that incorporates a god of humanity. This

narrative would have some similarities to Postman’s narratives on the Law of Diversity and

Multiculturalism. Mainly that, in order to be a stronger public we have to acknowledge, celebrate

and consider the individual differences and individual experiences of the members of the public.

I am in agreement with Postman’s suggestion that Multiculturalism has the potential to be

divisive, however we cannot create a “good” public simply by assimilating into one.

I recognize that the argument for a god of humanity may come across as an overly

benevolent narrative. However, considering the divided state of our nation, I find it necessary.

While the perspectives and stances vary greatly, the shared narrative has elements of tolerance,

respect, and understanding. In calling for a god of humanity, I am also seeking to provide an

inspired purpose for schooling. This purpose being social-emotional learning and instruction.

Many current educators will argue that their students have significant deficits in coping skills,

social awareness, taking social cues, persistence, etc. Some will blame technology, others will

blame the parents, still others will say “it’s just kids today.” I however, am inclined to see this as

part of my purpose as an educator. Since social-emotional learning is not necessarily taking place

in the home, it becomes the responsibility of the school. Many districts have adopted this

mindset and social-emotional instruction, trauma informed education are gaining attention.
There is research to support integrating social emotional learning into the shared narrative. FOr

example, Ready to Lead is a report for CASEL based on a national principal survey on how

social and emotional learning can prepare children and transform schools. Given that the report

was written using data from the last 5-7 years, the findings are current and relevant. The report

states, “there is data to support the importance of embedding social and emotional development

in schools. The report cites a 2011 meta-analysis that found that students who receive high-

quality SEL instruction have achievement scores on average of 11 percentile points higher than

students who did not receive SEL instruction.” As a society that values high performing

students, it seems that the shared narrative would also value students who were well developed

socially and emotionally.

Conclusion

In the conclusion of his book, Postman returns to his use of the words “End of

Education” and discusses how it could be interpreted to mean that the current state of education

or public school may not endure. I would argue that the current state of our schools, our nation

reflects this. Education systems as they were in 1995 at the time of publishing have not endured.

Postman made reference to changes to aspects of public school houses, we’re there! I believe in

order to endure, educators and school systems should adopt, follow and serve a god of humanity.

We should follow a narrative that considers the whole person, their diverse background and

experience and recognize that our growth and success on a public depends on our unity and

understanding of each other as humans.

 References

Postman, N. (1995). The End of Education: Redefining the Value of School. New York: Random

House Inc.

A National Teacher Survey on How Social and Emotional Learning Can Empower Children and

Transform Schools (Rep.). (n.d.). Retrieved https://www.casel.org/wp-

content/uploads/2016/01/the-missing-piece.pdf