Orbital; I would have to agree with Alex on this one. My experience with watching tv news is that it is all negative.One time i was listening to a host on talk radio & the host was saying how he greatly reduced the stress in his life by simply not watching the evening news. I tried that & he was right. Besides the news being practically totally negative it is stressful to watch.
But then there is a positive side although a very small portion compared to the majority of negativity on tv. The positive experience i had was watching a show on national geographic explorer about scientists working with local fisherman in Belize studying the migration of the whale shark & the spawning of the snapper fish.They showed how the scientists & fisherman are working to protect the environment there and how the government of Belize has made that area a national sanctuary.
Here is a interesting perspective on television from the great Peter Kline from his book The Everyday Genius
How TV Confuses Children
The role of the television viewer is passive. Television programming makes no distinction between the sublime and the ridiculous. It leaves it up to the viewer to evaluate what has been seen and put it in perspective. This can be confusing to children who spend a lot of their time in front of the screen. Because they can't relate what they are seeing to their own lives, the information they acquire isn't rooted in experience, and therefore they can't interpret it properly. For example, one child who had lived through the John Kennedy assassination, as seen on TV, interpreted the Robert Kennedy assassination as a re-run.
Because television seems so much more dramatic and fast-paced than real life, it tends to make school (and the rest of life) seem boring by contrast. As a woman friend recently pointed out, "I got a very distorted view of relationships between women and their competition for men from watching soap operas with my mother" The tendency of television to dramatize an inaccurate picture of reality increases a child's difficulty in relating effectively to life in general, as well as to the classroom.
Why TV Can Make You Miserable
We are all hungry to synthesize and activate everything we learn, so the passivity of the young television viewer is stressful. Children who spend long hours in front of the TV may tend to feel a vague dissatisfaction with life, without knowing where it comes from. This is aggravated by the fact that whereas families used to sit around and talk by the fire after dinner at night, often raising questions and problems that had to be dealt with, today many of them simply watch the tube and no longer interact personally. Thus many children are missing out on the personal interactions and problem-solving opportunities their parents or grandparents took for granted.
This double deprivation may partly account for the appeal of drugs and other extreme forms of sensory stimulation to the generations influenced by television. The drug experience might be interpreted as an attempt to make up for some element missing from one's life.
Watching television all day long is a way of building relationships with pictures. So let me ask you to perform another thought experiment. What would it be like if everyone you cared about were available to you only as a photograph? You could look at the pictures as much as you wanted; but could never talk on the phone with those dearest to you, or have any other sort of live contact with them. How frustrated would you feel under such conditions? The essence of a relationship is continuous contact with another person through a changing series of circumstances. We relate by active participation, not by passive absorption. Similarly, to be an effective learner, you must participate in experiences with your teacher.
The implications are profound. Properly conducted, even without the ideal technology, classrooms can be much more exciting and fulfilling than television sets, because they can involve children in active learning with plenty of chance to synthesize and dramatize their experience.
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