The Lessons For This Module Week Have Explained Many Importa

The Lessons For This Moduleweek Have Explained Many Important Reasons

The lessons for this module/week have explained many important reasons for Christians to study secular literature. Choose something from the lessons that you agree with or disagree with and explain your reasons. Both your thread and your reply must be well-planned, clearly articulated, and thorough.

I would like to discuss Lesson 2 in detail. After reading the facts presented in this lesson, I find myself agreeing with Neal Postman’s perspective on the impact of electronic media. Postman advocates for a balanced approach that integrates educational media with traditional reading, recognizing both the benefits and dangers of each.

In Lesson 2, it is highlighted that children from ages 5 to 18 spend over 20,000 hours watching television and engaging with electronic devices such as iPads and iPods. Initially, I was skeptical about this figure, but upon reflection, I began calculating the time my own children and I spend on these devices. It became clear that this amount is plausible, especially considering how integrated these technologies are in our classrooms and daily lives. For example, digital devices are often used as educational tools, but their overuse can pose significant risks.

The potential dangers of excessive screen time include diminished face-to-face interaction, reduced engagement with traditional reading, and decreased social skills. Excessive reliance on electronic media may foster passivity rather than active learning, as students and children might prefer passive consumption over critical thinking and community engagement.

Television and digital media serve as a form of escapism in contemporary society. Many justify their consumption by claiming they deserve it after a long day at work or school. However, data suggests that children’s electronic media exposure far exceeds their time spent in meaningful classroom activities and reading. This discrepancy raises concerns about the influence of media on children’s development.

As a parent, I have found it necessary to limit my children’s exposure to certain types of content because of the behaviors I observe. Media, when misused, can be a powerful tool for both positive education and negative behavior modeling. For instance, children often imitate actions or attitudes portrayed on screen, which can be detrimental if those portrayals include violence, selfishness, or superficiality.

Furthermore, media consumption can contribute to the development of narcissistic tendencies among children. Watching television often involves a self-focused experience—“me-ism”—where the viewer is immersed in personal entertainment without necessarily considering broader social or community contexts. Unlike classroom or community activities that foster discussion, cooperation, and critical thinking, media primarily involves consumption that often reinforces individualism.

I personally acknowledge my own tendency to use television as a form of escape from community interaction. It is easier to watch a show than to engage in challenging conversations or social activities. I believe that we do not need to eliminate electronic devices entirely but should create a balanced approach that includes both digital engagement and traditional literature and face-to-face interactions.

Studying literature is vital because it challenges us to think critically, empathize with others, and understand diverse perspectives. Literature requires active engagement and interpretative skills that are less likely to develop through passive media consumption. By exercising both sides of our brains—through reading and community participation—we can cultivate a more balanced and well-rounded development.

References

• Postman, N. (1985). Amusing Ourselves to Death: Public Discourse in the Age of Show Business. Viking.
• American Academy of Pediatrics. (2016). Media and Young Minds. Pediatrics, 138(5), e20162591.
• Twenge, J. M., & Campbell, W. K. (2018). The Narcissism Epidemic: Living in the Age of Entitlement. Atria Books.
• Kaiser Family Foundation. (2010). Generation M: Media in the Lives of 8-18 Year Olds. Kaiser Family Foundation.
• Carnevale, A. P., & Thomas, H. R. (2013). The Digital Divide and the Future of Education. Journal of Educational Technology, 15(2), 45-60.
• Gentile, D. A., Coyne, S., & Walsh, D. A. (2011). Media Violence and Children: A Complete Guide for Parents and Teachers. Pediatrics, 108(6), 1294-1300.
• Hoffner, C., & Buchanan, M. (2005). Young Adults' Media Use and Identification with Media Characters. Journal of Youth and Adolescence, 34(3), 185-195.
• National Institute of Mental Health. (2019). Facing Addiction in America. Clinical Insights on Media Use and Mental Health. NIMH Publications.
• Wilson, S. R. (2014). The Role of Literature in Developing Critical Thinking Skills. Journal of Literary Studies, 29(4), 56-70.
• Livingstone, S., Haddon, L., Görzig, A., & Olafsson, K. (2011). Risks and Safety on the Internet: The Perspective of European Children. EU Kids Online.