An Education Made Of Glass

Kyle Baxter worries about the effects of Google Glass:

What I find most troubling is the philosophy underlying Larry Page and Sergey Brin’s thoughts on devices like Glass. They say that Glass’s goal is to get technology “out of the way,” but that isn’t it. The idea is that we will all be better off if we’re always connected to the web, always on, and have uninterrupted and instantaneous access to it and humanity’s “knowledge.” The idea that Page expresses is that if I can immediately learn about something I don’t know much about, I’ll be better off. I’ll be able to make smarter decisions and live a deeper, richer life by spending the time it would have taken to research and learn about something on more meaningful and substantive tasks.

I think, though, that is a terribly deluded and shallow understanding of what it means to “learn” about something.

When we — humans — learn about something, we are not simply committing facts to our memory so we can recall them in the future. That’s a very tiny part of a much larger and much more important process. To “learn” about something is to study the information (when historical events occurred, what happened, etc), find connections between it and other things we’ve learned and experiences we’ve had, and to synthesize it into something greater — knowledge.

Alan Jacobs thinks that college “students need to learn that they have been for almost all their lives the passive recipients of what the dominant culture around them designates as knowledge.” How technologies like Glass could make this harder:

[I]f awakening students from those slumbers has always been the task of the true educator, that task is all the more difficult in a time of technologies of knowledge, or “knowledge,” that asymptotically approach omnipresence. Google Glass, along with a whole range of similar technologies, enforces the very passivity which truly liberal education is concerned to defeat.