Today's child is bewildered when he enters the 19th century environment that still characterizes the educational establishment where information is scarce but ordered and structured by fragmented, classified patterns subjects, and schedules.

The news automatically becomes the real world for the TV user and is not a substitute for reality, but is itself an immediate reality.

Education, which should be helping youth to understand and adapt to their revolutionary new environments, is instead being used merely as an instrument of cultural aggression.

We have be-come irrevocably involved with, and responsible for, each other.

Our technology forces us to live mythically

We don't know who discovered water, but we know it wasn't the fish.

The media have substituted themselves for the older world.