Public Television and Public Education

Examination of educational television reveals four paradoxes which are just now being resolved. The first is that, as educational television becomes more public, it becomes less educational. This accusation is mollified by the high educational impact of recent public television broadcasts. Secondly, high initial expectations for educational television have led to disillusionment, but, fortunately, a new generation of more realistic expectations has been formulated. A third paradox is that, just at a time when educational television is demonstrating tremendous potential, it has become vulnerable to state and local budget cuts. Fourth, public television resources are being used to produce well-researched, sophisticated programs at a time when spontaneity and amateurism in television production are considered to be of educational value. (EMH)