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The global proliferation of the Internet has sparked concerns within society regarding its impact on general education and knowledge. There is a prevalent worry that open access to information might diminish people's intelligence by reducing the necessity for traditional research and memorization. Conversely, scientific progress has surged since the advent of the Internet, suggesting a positive influence on intellectual abilities. While the topic remains debatable, this essay will present arguments supporting the notion that the Internet enhances people's knowledge by increasing efficiency, expanding perspectives, and providing relevant information for any inquiry or topic.
When seeking information through a search engine, the Internet's speed allows for the retrieval of millions of results within seconds.
In contrast, using a library for the same purpose would consume hours in finding relevant sources, highlighting the Internet's ability to accelerate the working process. According to Harris (2016), technology also "allows us to be more efficient and removes some level of human error which may occur during manual processing" (p. 9), emphasizing the time-saving feature of online work.
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For instance, the simple "copy-paste" function eliminates the need to retype extensive amounts of text by hand, reducing the possibility of misprints. Additionally, search engines' algorithms present only the best-matching results for a query, eliminating the need to read entire books or chapters. Consequently, computer-based research is not only faster due to the elimination of typing and proofreading time but also more effective as resources are consistently precise. These points affirm that the Internet enhances working productivity, serving as an indicator of heightened intellectual capabilities.
Knowledge must be founded on proven facts or well-discussed opinions on a particular topic.
In this regard, the Internet holds a significant advantage over other study methods as it provides precise and relevant information for any possible question, along with an abundance of sources to analyze. Weinberger (2016) notes his inclination towards uncommon questions and asserts that "whatever you want to delve into, the Internet is ready to be delved." While the plethora of information online may include some seemingly useless data, even that superfluous information fosters curiosity and encourages individuals to seek further learning. The accessibility of information contributes to an individual's intelligence, as knowing an answer, no matter how practical, is inherently more enlightening than merely knowing the question.
Another crucial aspect in which the Internet excels is broadening people's perception of facts, thereby fostering strategic thinking. The Internet serves as a platform that unites minds and thoughts from around the world and throughout history, enabling users to "learn more, write and think with global audiences and become more aware of the world around us," as highlighted by Wade (2015, para. 4). Carr (2008) further points out that "internet users are more likely to be exposed to a diversity of ideas" (para. 11). Given that the Internet aggregates articles from across the globe, there are typically various perspectives on a subject, allowing users to compare, combine, or filter them while forming their opinions. Constantly engaging in online research exposes individuals to global issues and diverse ideas, prompting them to think, reason, and engage in meaningful debates. The ability to discern facts and evaluate arguments is a quality that precedes intellectual development, substantiating the claim that the Internet's widespread accessibility contributes to making users smarter.
While it is acknowledged that the Internet offers significant advantages, there exists an opinion that computers, in general, can demotivate individuals. The argument posits that grammar-checking tools and Q&A forums may contribute to laziness, particularly among students, as they no longer feel the need to remember basic spelling rules or other information. However, this perspective should not be viewed as a form of cheating; rather, it represents a novel approach to studying and memorization. Wellmon (2012) addresses this concern, noting that "technology is neither an abstract flood of data nor a simple machine-like appendage subordinate to human intentions, but instead the very manner in which humans engage the world" (p. 69). This suggests that, as individuals adapt to the Internet, they have learned to capture and retain the information encountered. Consequently, the Internet does not erode human memory but prompts a shift towards a new learning strategy.
In summary, the Internet should not be perceived as a threat that diminishes societal intelligence. Instead, it serves as a platform for delivering information swiftly, precisely, and comprehensively, enhancing various human qualities such as efficiency, curiosity, and strategic thinking. With these attributes, individuals generally become more intelligent and globally aware. Thus, the reluctance to embrace the Internet as a source of information should be abandoned, as it hinders the educational progress of many individuals and, in turn, impedes humanity's overall advancement.
Is the Internet «Making Us Stupid?». (2024, Feb 11). Retrieved from https://studymoose.com/navigating-the-digital-knowledge-landscape-the-impact-of-the-internet-on-intelligence-and-learning-essay
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