On Acceptance of Cyber-Academics by Bryan Hall, MPW

The following is an attempt to bring together the idea that teachers must not only accomplish technical goals in order to allow students to bridge the gap between language learning and function, but the learning must present a purpose that stimulates and addresses deeper meaning. If we accept that humans have a deep need to understand and to be understood beyond a perfect, mathematical logic, we can then anchor on that need and accomplish technical goals, which, in turn, will allow students to do both. As teachers, we constantly struggle with our own need to develop a personal relationship with students while moving forward in a logical system: realizing that the interest pre-exists, then the method of documentation, then the sharing of the information. Painting certainly accomplishes a very personal communication of concepts, but the description of that becomes replete with misinterpretation and sometimes a complete reversal of the authors intention. And, though a picture is worth a thousand words, each of us would use different words. Socrates might have chosen to use the art of oration to communicate, but even he appreciated the necessity of writing to perpetuate ideas, so that others could then talk about the writing, thus the cycle. We teachers cannot be expected to produce powerful messages that entertain and educate without the assistance of our predecessors, great writers and speakers.

Studying grammar is usually quite literally, reading about reading, and talking about talking. For the academician, it is an interesting pursuit, for the student, most often it bores them and we lose them for the communicative purpose. To bridge from the purely academic to that which communicates and persuades, we depend on creative literature, sometimes even downright pedestrian material. The Internet has become a medium in which many break the rules of grammar and even lie to advance purpose. We must teach proper skepticism of its content, while encouraging the optimal use of it for research and entertainment. But more, we must accept the factors that go beyond the goals of technical perfection of language. If the Internet alone were used to replace more carefully edited forums, this would be damaging to the quality of communication. But properly scrutinized, it may feed the strand of desire most of us call spirituality, while satisfying technical goals otherwise difficult to produce.

The Computer has a Human Face (in front of it) Fifty years ago, people only dreamed of things like a computer that would take dictation. They would have imagined that I was magic to simply speak and for my words to appear on a glass screen. Ironically, it is greater magic to be able to speak to others and persuade and seduce and love. To speak to a computer and have it understand you without questioning your motivations is no real trick at all.

After all, the voice is only a sound with limited mathematical range. Volume, speed, tone can all be measured, however, the rate at which people think, the expressions on their face, the position of their bodies, and their emission of odor (pheromones), are all factors a computer may never learn. I find myself wondering all the time, why would anyone want a computer to become human? We have enough difficulty believing others love us already. True, a computer cannot lie, unless you tell it to, therefore, you may have greater confidence in its information, usually inappropriately so. However, knowledge is sterile, and faith is the only true state of human data. What we have typically called knowledge has always really been simply strong faith and trust. It is that ability to discern between trust and fear, which we call wisdom. In Alcoholics Anonymous, a popular 12 step self-help program, they pray a common prayer: "God, Grant me the serenity to accept the things I cannot change, the courage to change the things I can, and the wisdom to know the difference." We may never accept computers the way they are; therefore we will certainly muster up the courage to change them to our satisfaction in our quest for wisdom. It is important to discern between religion and spirituality. Firstly, the word, spirit, is used to suggest a general understanding of something. We all communicate in different ways using different media and learning/communication styles. In Neuro-Linguistic Programming (NLP) scientists and modern theologians have noted the prevalence of certain senses in ones formation of the expression of ideas. Two may mean the same thing but use a different sense to

express the concept, for example, I see what you mean, or That sounds good to me, or I feel good about that. They share the same spirit of meaning. To the same extent, the Internet chat room and email revolution has generated different modes of expression. Sometimes it even offers those who do not socialize at all an opportunity to do so. Body language is very uncomfortable to many. They prefer words as a singular form in limited forums. Some may use this for financial gain and even lie. Sexual misinformation is very common. But, generally, it offers many a simple and efficient method of staying in touch, selfpublishing to large groups if necessary and developing a sense of belonging and spirit. This strand of spirit is the thing that separates the mechanical aspect of the computer from the human aspect. Some are fascinated by the technology and drawn in simply by their interest in computers, but the result is the same, increased social awareness. Many actually meet after computer conversations for professional and social reasons. They may prefer this method of prescreening and certainly the formation of ideas without interruption is appealing to many otherwise shy individuals. Clearly, the written word has been reintroduced and, if nothing else, keyboard skills are increasing. The mouse offers a method of choosing others ideas from a list, but also provides a tool for combining ideas from several sources. Students and teachers may more easily adapt to one another and the content may more efficiently transform itself to ones needs, leaving more time for the things that only humans can do.

A computer may someday gain the ability to measure its physical reality with the equivalent of all five senses, however, it may never inflict that information onto the sophisticated unique matrix we call a personality. Should we choose to give a computer a personality, who of us is qualified to choose its characteristics? Is it possible that we are attempting to build a computer in our own image in an attempt to become God? Is it out of the fear that there is no God? It is a consolation, if there is such fear, that our reaction is, to create and sometimes to destroy, rather than the paralysis of indecision. Consequently, we may in fact create a computer that reminds us of our guarded principles in the quest for intimacy and love. It may become a tool for the advancement of our spirituality. Just as the Bible was a conversion from an oral tradition to a controlled, regimented form, one that would maintain uniformity and homogeneity, the computer may serve as a tool to bring us together in a universal human medium. Moving film was considered by many to be a threat to socialization but the mass exchange of quality performance inspired many to write, act, criticize and to consider the human experience and the world in every aspect. Certainly, television has offered a few benefits to the exchange of ideas and cross-cultural learning. After all, is the Internet more machine than human? Is word-processing more a mathematical task than one of communications? When we use a computer, is it simply a scientific experiment, or like the pen itself, a tool of expression? This spiritual tool is only a moving culmination of what humans have been seeking throughout time, consciousness and truth. It is at least

symbolically, the voice of mutuality between the scientist and the spiritualist. As they look at the same things, they may both share their ideas and those ideas may converge. Whether or not there is a God, humans seem to be compelled by the unexplained curiosity we call "inspiration and progress." Short of nothingness, existentialism, or a belief that nothing exists on a physical plane, only in our minds, most people seem to accept the destruction that accompanies creation. If there is a God, and he is omniscient, then, most certainly, he came to such acceptance long ago in preference to a sterile universe of separation and noncommunication. Many people today have embarked on new journeys using the computer as their vehicle. Some of them, before the Internet explosion, had sat in front of the computer playing video games alone, communicating, at most, with fictional cyber characters in the games. Today, those same people are chatting with real people like themselves around the world. They may think of their computer as their God, or not, but whatever they consider their journey, it is most certainly spiritual connection to others, and their computer, the alter.

Interest Criteria and Technical Acquisition

The following is a set of examples of educational goals that the Internet may enhance. Each begins with a brief description followed by the human interest appeal and the technical goal achieved. Then there will be examples of

the potential problems and the solutions the teacher/ facilitator may utilize in order to optimize benefit.

Chat rooms People are attracted by the millions to others whom they have rarely met. Some wish to meet for various reasons including sex. Most just want to reach out, be heard and get feedback. Modern computer users are aware of the potential for lying but may delude themselves out of loneliness and desperation. But, at the root of these chats, especially when lying, is fiction. What is fiction but literary lying? Often in the FL classroom, we encourage students to role-play. They know its not true and they work with that in mind. We even play games where the student is asked to lie amidst many truths, or to tell one truth while the remainder is lies. The imagination and speculation skills are undisputable. In the traditional classroom, they must be spontaneous, and think on their feet. Many do not yet have the skills to do both language construction and creative activities simultaneously. Chat rooms give students the opportunity to think without interruption or immediate correction, to consider their words with reasonable time constraint, review the words, then hit enter. The chat partner or partners then read, consider and respond. Sometimes, one may not be particularly responsive. There may be two unrelated monologues taking place and, in either case, natural dialogue or separate monologues, they somehow feed the continuation of communication for hours. The process finds itself somewhere between conversation, free association and the soapbox.

Many things do not translate directly into spoken language, like LOL (Laugh Out Loud) or other creative abbreviations and symbols, but chatting certainly teaches more than keyboard skills. The FL teacher may use knowledge of the students interest in chat rooms to encourage them to print suitable material after their chats and bring them to school as a source of discussion. They may even edit the material into more literary dialogue, just as a playwright may record real dialogue and condense it or alter it for a literary purpose. The teacher might even encourage students to chat outside of class on the Internet, and then meet later, in class, to discuss it as reported speech; and maybe even to live-edit the original chat, with and then without the script. Usually, the students find that they think of even better things to say after having thought about it for a while. The teacher may make suggestions about related topics and structures that can be substituted and utilized for other purposes.

Surfing Internet research comes in many forms from many levels of expertise by the Web authors. We know the student has somehow used their interests to choose sites, and this alone increases the retention of the material. They may print out the material and the teacher may facilitate discussion about the subjects and the quality and motivation of the sources. Students can encourage one another to research certain subjects then exchange information in the classroom.

Often, the sites have excellent graphics and pictures that feed the NeuroLinguistic process.

Consumerism Students may discover the Internet as a rich source for bargains and variety of products. Some students love to shop. It is among the top candidates for those things reported as hobbies in the FL classroom. They can be given assignments to find certain types of products at the best possible price, bring the results to class and discuss why they believe they are interesting, what they may use the products for, and what other products might be marketable if available. Who knows? They may decide to invent something and market it on the Internet. The teacher may suggest to the students to discuss how they might better market the products.

Real-Time Communication The Internet is becoming more viable for real-time communication as well. Many schools utilize sound and visual teleconferencing. Online communication offers many tools that are hard to replicate in the live classroom. An online teacher may send written, typed or graphic information to one student of many, those things specific to that student without missing a beat with other students. One can display written material word-by-word, letter-by-letter, before or after the verbal modeling. A student may even participate in their own interest by choosing a font they find more pleasing. The student may even send a written

message or question to the teacher without interrupting the other students. The teacher may choose to make a public point or privately answer the question. The teacher can choose what they want the students to see and hear, and they may even give the student choices about how they might receive the lesson. Some students may not want to be seen that day. They may just want to see one of the other students, full-screen. The teacher may override the students choices if necessary.

Summation Ultimately, the Internet offers greater latitude and just one more tool in making the learning experience more interesting. If it is more interesting, they learn more as long as the teacher is aware or the learning styles and the relative needs of a student. Matching the interests of the student to the technical goals of the course is made easier. I am reminded of my ninth grade teacher who once said she had been quite compelling while reading Shakespeare to the class before the invention of the television. Now she suggests she is better serving the students to direct them to Great Performances on Public Television by Lawrence Olivier and the like, to discuss them in class, and write about them afterwards. Cyber-Spirituality need not be a religious commitment by the teacher. One may not even like the effects of the ongoing technical revolution or the potential mediocrity it may cause in communication, but just as missionaries used their understanding of local religions to help them develop greater persuasive

approaches, we may also redirect and focus our students while using their respective fervor to propel our purpose.