THE ELECTRONIC AGE BRINGS WITH IT NEW PATTERNS FOR TEACHING AND LEARNING. EDUCATORS AND LAYMEN NEED TO ORIENT THEMSELVES TO BE ABLE TO GRASP AND BENEFIT FROM THE NEW TECHNIQUES. THE BEGINNINGS OF THE EXPLOSION IN LEARNING ARE TRACED, STARTING WITH THE PRINTING PRESS. PRINTED BOOKS ALTERED PATTERNS OF STUDY MAKING IT POSSIBLE TO READ WIDELY WITHOUT HAVING TO MEMORIZE. PRINTED BOOKS ENABLED THE DEVELOPMENT OF THE CLASSROOM IN WHICH ALL STUDENTS HAD ACCESS TO THE SAME DATA AND TEXTS. TODAY A SIMILAR REVOLUTION IS TAKING PLACE. THE TECHNOLOGICAL EXPLOSION IN LEARNING CREATES A NEW FRAME OF REFERENCE. THE NEW ELECTRONIC STRUCTURES OF TEACHING AND LEARNING ARE BASICALLY A RETURN TO THE OLD SOCRATIC DIALOGUE, OR TO THE FUSION OF TEACHING AND LEARNING FUNCTIONS. THE PRESENCE OF ELECTRONIC INFORMATION STRUCTURES NOW DOMINATING SOCIAL AND POLITICAL THOUGHT AND FEELING MAKES THE EDUCATION ADJUSTMENT INEVITABLE. ANY NEW MEDIUM BOMBARDS OLDER MEDIA AND AWARENESS, AND THE PROCESS IS GOING ON TODAY IN THAT THE ONE-THING-AT-A-TIME PHILOSOPHY OF PRINT AND MECHANISM IS GRADUALLY BEING REPLACED BY THE ALL-AT-ONCE OF THE INCLUSIVE "FIELD" OF ELECTRICITY. BOOKS AND FILMS STATE THINGS FLATLY AND FULLY BUT SUGGEST MUCH LESS THAN THE ELECTRIC MEDIA. TELEVISION, ON THE OTHER HAND, STATES LESS THAN IT SUGGESTS AND DEALS WITH EXPERIENCE IN DEPTH. IT GIVES LIGHT THROUGH A SUBJECT RATHER THAN ON A SUBJECT, THE VIEWER, OR STUDENT, HAS TO COMPLETE THE IMAGE HIMSELF TO SEE WHAT IS ON THE OTHER SIDE.