“Thus it is clear that the human race has at best a very limited capacity for solving even relatively straightforward social problems. How then is it going to solve the far more difficult and subtle problem of reconciling freedom with technology?”

Source: The Subtle Art of Not Giving a F*ck (2016), Chapter 3, “You Are Not Special” (p. 60)

21 Lessons for the 21st Century

"Neil Postman Ponders High Tech" at Online Newshour : Online Forum (17 January 1996)
Context: Even when the problem of the access to technology is solved so that anyone who wishes can have access to technology, there still remains a problem. For example, just about anyone has access to a public library (at least in America). In that library we find the greatest, most profound, most illuminating literature that human beings have so far produced. Do most people read these books? Have you read Cervantes? Have you read the sonnets of Shakespeare? Have you read Hegel or Nietzsche? Their books are in the library, you have access to them, why have you not familiarized yourself with this literature? (Even if you have, I think you will agree that most people have not. Why?)

Source: The New Social Order (1920), pp. v-vi

"The Big Problem Binge," The New York Times (1965-03-18)

The Decline and Fall of Science (1976)

Variant: The principle of bounded rationality [is] the capacity of the human mind for formulating and solving complex problems is very small compared with the size of the problems whose solution is required for objectively rational behavior in the real world — or even for a reasonable approximation to such objective rationality.
Source: 1940s-1950s, Administrative Behavior, 1947, p. 198.

Source: 1980s, That Benediction is Where You Are (1985), p. 18
Context: From childhood we are trained to have problems. When we are sent to school, we have to learn how to write, how to read, and all the rest of it. How to write becomes a problem to the child. Please follow this carefully. Mathematics becomes a problem, history becomes a problem, as does chemistry. So the child is educated, from childhood, to live with problems — the problem of God, problem of a dozen things. So our brains are conditioned, trained, educated to live with problems. From childhood we have done this. What happens when a brain is educated in problems? It can never solve problems; it can only create more problems. When a brain that is trained to have problems, and to live with problems, solves one problem, in the very solution of that problem, it creates more problems. From childhood we are trained, educated to live with problems and, therefore, being centred in problems, we can never solve any problem completely. It is only the free brain that is not conditioned to problems that can solve problems. It is one of our constant burdens to have problems all the time. Therefore our brains are never quiet, free to observe, to look. So we are asking: Is it possible not to have a single problem but to face problems? But to understand those problems, and to totally resolve them, the brain must be free.

New Year's Address to the Nation (1991)