Levinas

Several questions arise regarding this issue. Is it true that we ¡°rely¡± on technology? Instead, do we not ¡°manage¡± or ¡°manipulate¡± technology? The same phenomenon can be expressed in different ways. Depicting the situation as ¡°reliance¡± is not necessarily a right viewpoint. In the following sentences, I would like to examine the relations between technology and intelligence, focusing on the questions whether we are actually ¡°relying¡± on technology, and the reliance deteriorates our abilitity to think for ourselves. There are many things that distinguish human from other species. One is the use of tools. We humans established civilizations with the use of tools, and it¡¯s difficult to imagine a human society without them. History articulates that all civilizations are established and developed based on technology, though it is not the only factor. However, does the fact prove the assertion that reliance on technology causes deterioration of our ability to think? Have we become less intelligent than those in ancient times? Today, we are required to think more than ever. The modern society urges us to think more intensively and creatively even though we rely more on technology than before. The historical fact seems to show that reliance on technology does not deteriorate our ability to think. Quite contrarily, technology seems to enhance our ability to think. The ability to develop and manage technology precedes our reliance on technology. We continuously develop, repair, ameliorate the machines invented in the past. Demands for new inventions are increasing. In order to invent, develop, repair, and operate them, we have to think intensively, often in creative ways. This interrelation between intelligence and technology reveals that the use of technology does not deteriorate our ability to think. Rather, it drives us to think. In order to handle complex technology, we need complex thinking as well. In addition, technological development enabled us to have more time for thinking. As a result of the development, we are to a large extent liberated from physical labors. Though many people still have the burden, the burden is significantly lessened by the support of technology. Liberated from physical labors, now modern society highly values intelligence. Intelligence and information are considered as valuable assets today. For this reason, we invest our time and money for education. Though each country has different situations, generally more people are opened to educational opportunities than in the past. Extended time for education, which is made possible by technological development, expanded our ability to think. On the surface, it seems that we are relying more on technology since many of us are ignorant of the mechanism of machines and tools. We don¡¯t know exactly how computer works. But there are people who are specialized in computer science and we can ask them for a help when needed. Society is sustained by specialists of various fields who manage technology with their intelligence.

This is the first time posting. Harsh comments please. "College and university education should be free for all students, fully financed by the government." In some countries as Germany and France, the goverments fully finance college and university education though there are some exceptions. When we observe the educational circumstance of these countries, it seems that the policy works well. However, for many countries, it is financially difficult for goverments to fully finance college and university education. Moreover, the financing by the government may cause many problems. If the government of a country take policy to fully finance the college education, the government has to limit the number of colleges and universities since their budget is not limitless. In case of developed countries as France and Germany, they are possible to finance many colleges and universities since they are one of the richest countries in the world. But for many developing countries, goverments can not finance as many universities as France and Germany do. Therefore, if goverments decide to take the policy, they have to limit the number of the institutions. The limited number of educational institution will produce many problems. Only a limited number of good students will be allowed to enter colleges and university. Many people, though not academically superior but arduous, will not be given opportunities for further education. As an inevitable consequence, a rigid hierachical system will be constructed according to the level of education. Opportunities for education must be openned to everybody. We can assume another consequence of the policy. If governments fully finance colleges and universities, educational institutions might be subjected to the government. This situation was evident in former USSR and other communist countries. Since universities were subjected to the government in these countries, they could make researches what were allowed by the government. The range of choice was limited. Scholars were not free to make researches what interested them. This situation unfairly limits the possibility of academic and educational progress. Though it is possible to avoid this situation by implementing some additional policies, it will be an unproductive choice for many governments to fully finance colleges and universities. In addition, as a result of the full assistance, competitiveness of colleges and universities may be lowered significantly. Regardless of their academic and educational performance, they will be financed after all. In this situation, their motivation for achieving good performance is expected to be low. Though fame and money can not be everything, fame and money motivate colleges and universities for better academic and educational performance. In order to secure the competitiveness of colleges and universities, government should not fully finance them. In sum, in order to give educational opportunities for many students, and ensure academic and educational development, government should not fully finance colleges and universities. The policy works in some countries as Fracne and Germany, but for many countries it¡¯s not a suitable choice. However, though governments should not fully finance colleges and universities, it doesn¡¯t necessarily mean that governments should not finance them at all. Governments must not neglect less privileged students who are unable to pay for their education. Scholarships and other kinds of financial assistence must be provided for those students.