The concept of a “liminal space” refers to the intermediate phase or condition that exists between two distinct states, often characterized by ambiguity, disorientation, and the potential for transformation. Liminality can be applied to various contexts, from cultural rites of passage to transitional periods in history. This essay explores two significant liminal spaces: the liminal space of education in the age of artificial intelligence (AI) and the liminal space of communication at the advent of the telegram. These two periods, though separated by over a century, share profound similarities in how they represent transitional phases in societal evolution, raising concerns about the effects of technological change on literacy and communication practices.
As AI increasingly permeates education, altering how knowledge is imparted, retained, and assessed, concerns echo those voiced during the advent of the telegram in the 19th century. The telegram, a revolutionary communication tool of its time, was met with both awe and skepticism. Critics argued that the brevity enforced by telegrams would degrade literacy and lead to the demise of the art of letter writing. Similar fears emerged with the introduction of email, SMS, and other digital communication methods. Despite these concerns, written communication has not only persisted but proliferated, demonstrating a remarkable adaptability to new forms and formats.
This essay will delve into the parallels between these two liminal spaces, drawing on historical and contemporary sources to explore how concerns about literacy and communication have persisted and evolved with technological advancements. It will also consider the implications of these changes for the future of education and communication in the AI age.
The Advent of the Telegram: A Liminal Space in Communication
The invention of the telegraph and the subsequent popularization of the telegram in the 19th century marked a significant turning point in human communication. Before the telegraph, long-distance communication was limited to letters, which could take days, weeks, or even months to reach their destination. The telegraph, by contrast, enabled almost instantaneous communication across vast distances, transforming business, politics, and personal relationships.
However, this transformation did not occur without resistance. Critics of the time expressed concerns that the telegram’s emphasis on brevity would erode literacy and degrade the quality of written communication. As James W. Carey notes in Communication as Culture, the telegraph “reduced complex statements to mere fragments, destroying context and nuance” (Carey, 1989). The telegram’s limitations in word count and cost led to the truncation of language, favoring short, terse messages over elaborate prose. This shift prompted fears that the art of letter writing, with its emphasis on detailed expression and narrative, would become obsolete.
These concerns were not unfounded. The shift from letters to telegrams did alter communication practices, but not in the ways critics anticipated. Instead of destroying literacy, the telegraph introduced new forms of writing that emphasized efficiency and clarity. While the long-form letter became less common, new forms of written communication emerged, adapted to the constraints and possibilities of the telegraph. This adaptation process exemplifies the concept of liminality: a transitional phase in which old forms are not entirely discarded but are transformed and integrated into new practices.
The Echoes of the Telegram: Email, SMS, and the Persistence of Written Communication
The fears expressed during the advent of the telegram found echoes in the reactions to subsequent communication technologies, particularly email and SMS. When email became widespread in the late 20th century, critics voiced concerns that it would lead to a decline in formal writing skills. Email, like the telegram, encouraged brevity and informality, often dispensing with the conventions of traditional letter writing, such as salutations, closings, and attention to grammar and spelling.
In a 1993 article in The New York Times, communication theorist Neil Postman expressed concerns that email would “debase the art of letter writing” by promoting speed over substance (Postman, 1993). He argued that the instantaneous nature of email encouraged hasty, poorly considered communication, leading to a decline in the quality of written expression. Similar concerns were raised with the advent of SMS, which, with its 160-character limit, required even greater conciseness than email or telegrams.
However, as with the telegram, these fears did not fully materialize. While email and SMS did lead to changes in writing practices, they did not eradicate formal writing. Instead, they contributed to the diversification of written communication. Formal writing continued to exist alongside these new forms, often within the same platforms. For example, while emails could be brief and informal, they could also be long and detailed when the situation required it. Similarly, while SMS encouraged shorthand and abbreviations, it also led to the development of a new digital literacy, with its own conventions and norms.
Education in the Age of AI: A New Liminal Space
As we move further into the 21st century, education is entering its own liminal space, driven by the rapid development of AI technologies. AI has the potential to revolutionize education, offering personalized learning experiences, automating administrative tasks, and providing new tools for assessment and feedback. However, as with the advent of the telegram, email, and SMS, these changes have sparked concerns about the impact on literacy and the quality of education.
One of the primary concerns is that AI could lead to a decline in critical thinking and writing skills. With AI-powered tools like automated essay scoring, there is a fear that students may become overly reliant on machines to evaluate their work, leading to a reduction in their ability to self-assess and improve their writing. Moreover, the use of AI-generated content, such as summaries and paraphrases, could undermine the development of deep reading and analytical skills, as students may rely on these tools instead of engaging with texts directly.
Critics argue that AI’s emphasis on efficiency and automation could lead to a more standardized and superficial approach to education. In a 2019 article in The Chronicle of Higher Education, educational theorist Cathy N. Davidson warned that “AI threatens to reduce complex thinking to a set of algorithms” and that “the richness of human thought cannot be captured by machines” (Davidson, 2019). She expressed concern that AI could lead to a homogenization of education, where creativity and individuality are sacrificed in favor of conformity and standardization.
However, as with previous technological shifts, the impact of AI on education is likely to be more complex and multifaceted than these concerns suggest. While AI does present challenges, it also offers opportunities for enhancing education in ways that were previously unimaginable. For example, AI can provide personalized learning experiences tailored to each student’s needs, helping to close achievement gaps and support diverse learning styles. Additionally, AI can assist teachers in identifying areas where students are struggling, enabling more targeted interventions and support.
The Persistence of the Written Word
Despite the proliferation of new communication technologies, from telegrams to AI, the written word has shown remarkable resilience. Each technological shift has been accompanied by fears that literacy and the quality of written communication would suffer, yet these fears have often been overstated. Instead of leading to the decline of writing, new technologies have contributed to its evolution, introducing new forms and conventions that coexist with older practices.
One of the most striking examples of this persistence is the continued importance of written communication in the digital age. While video conferencing and social media platforms like TikTok have become increasingly popular, particularly during the COVID-19 pandemic, they have not replaced written communication. In fact, the volume of written content produced and consumed online has grown exponentially, encompassing everything from emails and text messages to social media posts, blogs, and online articles.
Moreover, the digital age has seen the emergence of new forms of writing, such as microblogging on platforms like Twitter, which challenges traditional notions of length and format. These new forms have expanded the possibilities for written expression, allowing for greater flexibility and creativity. At the same time, they have also led to the development of new literacies, as users learn to navigate and produce content within these formats.
The resilience of written communication in the face of technological change suggests that writing is deeply embedded in human culture and cognition. While the forms and practices of writing may change, the fundamental need for written expression remains. This resilience also points to the adaptability of literacy, as new technologies create opportunities for innovation and experimentation in writing.
Conclusion
The liminal spaces of education in the age of AI and communication at the advent of the telegram reveal striking parallels in how technological change prompts concerns about literacy and the quality of communication. In both cases, critics feared that new technologies would erode the richness of written expression, leading to a decline in literacy and the art of writing. However, these fears have often been overstated, as new technologies have contributed to the evolution and diversification of writing practices.
The advent of the telegram, email, and SMS each introduced new forms of communication that emphasized brevity and efficiency, but they did not lead to the demise of formal writing. Instead, they coexisted with older forms, contributing to the development of new literacies and conventions. Similarly, while AI presents challenges for education, it also offers opportunities for enhancing learning and supporting diverse learners.
As we navigate the liminal space of education in the age of AI, it is important to recognize that technological change is not inherently detrimental to literacy or the quality of communication. Rather, it offers new possibilities for innovation and creativity in writing and learning. By embracing these possibilities, we can ensure that literacy continues to thrive in the digital age, just as it has in previous periods of technological change.
References
Carey, J. W. (1989). Communication as Culture: Essays on Media and Society. Routledge.
Postman, N. (1993). Technopoly: The Surrender of Culture to Technology. *The New York