Level 6 Unit 3 Part 3 Reading: Whatever Happened to Films
Media and technologies are reprogramming the human brain, changing how we think and live in significant ways. Nobody really knows how this will affect the future, and few seems to care. The tendency is to let it happen and go with the flow, despite warnings from some that all is not well. Nobody can stop progress. Still, it’s fun to reflect on changes to see what might be lost.
Looking back to classic movies and comparing them with what we have today, we see many similarities. However, there are major differences. In particular, classic movies succeeded with few if any special effects. The camera focused more on faces and expressions, like in the movie Casablanca. Violent actions were seldom shown in gruesome detail but were inferred from the situation. Storylines focus on character and personal dilemmas. Much was left to the imagination. And of course, sex was hinted at, but never shown, except in seedy theaters.
Some of the best movies took place in a single location, such as on a lifeboat or in a jury room. Would such movies draw an audience today? Those movies depended on writers who could build drama into the interactions between characters who had character. This required an interest in human psychology. It also required audiences to have a similar interest, who could empathize and be moved. Do those audiences exist today?
Flash forward to the present. So many movies are filled with fast-moving special effects, explicit violence, and lots of sex. We have become voyeurs, addicted to getting thrills through the experiences of others. Subtle emotions? Psychological dilemmas? Or just plain escape! Of course, there have always been escape movies - Bollywood movies with stars dancing in the streets. It’s just the balance which has shifted.
Classical music and jazz played for more than a few minutes. People concentrated and took time to enjoy and savor it. But now, immersed in media, there is no time. Experiences are quick and shallow, measured by the number of likes. We flee into the noise, perhaps to escape from ourselves.
What do you think? Or has it always been this way?
Level 6 Unit 3 Part 3 Reading: Digital Intelligence
The impact of technology is widespread and accelerating. Experts predict that 90% of the world’s population will connect to the internet within 10 years or less. Evolving technology has become an unstoppable force, reshaping our societies, ignoring national borders, and interconnecting economics. There doesn’t seem to be any way to control it. However, one fact is certain: our kids are at the center of it.
Today’s children are born into a digital world. They use technologies and media from the time they begin to walk. Sometimes they have difficulty distinguishing between the virtual and the real worlds. In fact, children spend more time immersed in technology than they do with people, including their parents. It is estimated that they spend an average of 7 hours a day in front of some sort of digital device.
With the ever increasing amount and flow of information, digital proficiency may be the next survival skill. Therefore, it is essential that children learn how to develop that skill without losing themselves in the process. Guiding them is a challenge we need to face.
First, we need to realize that with so much exposure to content, there are both opportunities and dangers. What and when is something appropriate for children, and at what age? Who decides? Media is so pervasive and accessible, yet there is no consensus about what is suitable. People have different perspectives, not only about content, but also about how to govern access.
Governments must also decide what controls are necessary. Policies must be put into place and standards set. Whatever the decisions, the consequences will be enormous.
It seems naive to sit back and let children make their own decisions and explore whatever captures their fancy. So technology has presented us with a huge dilemma that will shape the future. Without a doubt, it’s an issue that parents and governments will need to address. Not only children need to develop a digital intelligence, but so do each and every one of us.
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