TV programs

It is an undeniable fact that television has already become an inalienable part of people’s daily lives, providing them with both information and enjoyment. As to the function of this appliance, some people state that TV programs should be more educational, while others believe that more emphasis should be placed on their entertainment aspect. I am of the opinion that TV programs should be more entertaining than educational.
On the one hand, TV programs by nature are designed to entertain people, not educate them. Ever since the birth of television, it has regarded as a major source of recreation. All the activities of TV broadcasting companies are centered on bringing people laughter, joy and relaxation. This important attribute is the solid ground on which the glamour of TV is built. People pay to be entertained by TV programs, and thus the television industry gets fueled and grows. If we turned TV programs into tools of sheer instruction, the television industry would certainly be deprived of its foundation for development, resulting in its decline. For instance, when a student returns home after a long , boring and busy school day, he or she wants to seek some fun and to relax. If he or she knows that the television will only offer more education and instruction, the chances are high that the television set will remain switched off.
At the same time, TV programs are far from being appropriate tools for education. The essence of education is a process of simultaneous communication. To get the best educational effects, speakers and listeners must be able to address debate and exchange ideas on the topic under study. However, TV programs are one-way instruments. They can only transmit and disseminate information to the viewers, without any immediate feedback. Therefore, the program makers are unable to tailor their products to the ever-changing needs of the viewers. For example, by watching educational programs such as those on the Discovery Channel, a person may indeed obtain some information. During the process, however, when he or she encounters problems there is no person around to consult. Therefore, the effects of this kind of education are by no means comparable to a face-to-face on.