I think that Postman’s argument translates extremely well to the modern digital age of learning. Educational content on television is something that I am largely unfamiliar with, but I do spent quite a lot of time in the educational sector of YouTube, and I would essentially liken those digital videos to the shows Postman critiques in this chapter. They do, in fact, have value, but the retention levels when compared to actually reading and synthesizing the information yourself are markedly different. Watching things can be a supplement to traditional education but simply cannot replace it because the three things television/digital media cannot do–his three commandments–are all required in order to actually have real learning take place.
For example, I find YouTube to be a great supplement when I need to watch someone work out every step of a math problem, when I want to watch a quick summary of some concept covered in class (a-la Crash Course), or when I want to get an overview of some non-critical but interesting subject. I would not consider YouTube to be my primary source of knowledge about any topic that I have truly been educated on, such as calculus or computer programming, because even though I may have watched many videos about it they have been nothing more than a footnote compared to the true education I have received on the subject in terms of depth. This is through no fault of the creators’, it is simply a limitation of the medium they are working with. Learning in this manner does have value, contrary to the most extreme interpretations of Postman, but not beyond as an add-on to a traditional form of study. Over-reliance on these digital forms of media for learning adds nothing beyond that point except overconfidence in knowledge that one ultimately does not have about a given subject.