"You can say that [orangutans] are not dependent on social support and approval, and if you admire this in them, that an orang is irredeemably his own person, 'the most poetic of the apes', researcher Lynn Miles told me once in an unguarded moments. What she had in mind was the difference between orangs and chimps in the way they carry on their discourse with the world.
Chimps are much admired for their tool use and for their problem-solving relationship with things as they find them...the orang is, let us say, not so replete with enterprise. Give an orangutan the hexagonal peg and the several shapes of hole, and then hide behind the two-way mirror and watch how he engages with the problem.
And watch and watch and watch--because he does not engage with the problem. He uses the peg to scratch his back, has a look-see at his right wrist, makes a half-hearted and soon abandoned attempt to use his fur as a macramé project, stares dreamily out the window if there is one and at nothing in particular if not, and the sun begins to set. (The sun will also set if you are observing a chimp, but the chimp is more amusing, so you are less likely to mark the moment in your notes. An orang observer has plenty of time to be a student of the vanities of sunset.)
You watch, and the orang dreams...when casually and as if thinking of something else, the orang slips the hexagonal peg into the hexagonal hole. And continues staring off dreamily."
Vicki Hearne, "The Case of the Disobedient Orangutans"
does your potential future spouse think it's reasonable for their mother to be involved in your family planning? or to make comments about your body? do you? how does your future spouse feel about girls and/or boys nights? situations involving exes? cancelling trips last minute? under what circumstances do they think it's reasonable to host somebody in your home and for how long? etc.
and the goal of doing this isn't to agree one-hundred percent on every single thing. it's to understand how you both view obligations, family, friends, finances, conflict, etc. and to make sure that even if you don't have the exact same perspective, you can understand where the other person is coming from without feeling like they're a crazy person. you have to be able to come to reasonable compromises and sometimes that involves one person fully caving, and sometimes it involves the other person fully caving, and sometimes it's both of you giving a little, but you need to understand what things you both are and aren't willing to compromise on because those types of situations are going to come up in a marriage.
also, since this has turned into actual advice: you should talk through why you think what you think, even when you agree, because you might not be agreeing for the same reasons.
hey um. so sorry to tell you this, but op of that post plays toys kinda weird. yeah you should just block them, that's not how normal people play with toys
i tried making a contrapuntal poem for hollanov, which can be read 3 ways: shane’s side alone, ilya’s side alone, or both sides together. inspired by the long game.
I love asking people how their parents met. You always get an interesting reply. My best friend’s parents met on the relatively new internet in 1999. My other friend’s parents met at Burger King when one was the manager and the other was a regular customer. My parents met at the beach because they were neighbors in their rental houses, mom was on a church trip and dad was getting blackout drunk every night with his friends next door.
On Saturday I said to my partner, as I have said for months, "A ten thousand dollar a year raise would solve so many of my problems."
As of this morning I was reluctantly looking for jobs because I love my job and don't want to leave it, but see: $10k raise problem solver.
As of noon today this was no longer an issue, because my boss called me with the news that I was getting a $10K merit raise.
I feel like a huge weight has been lifted off my shoulders. This is roughly $200 extra per paycheck. Enough to pay off debt faster, rebuild my savings, and spend a weekend a month in Milwaukee getting obscenely laid. The sex I'm going to have on $200 extra per paycheck. You can't even.
May all of you get the $10K raise your soul has yearned for. And whatever level of sex you can be satisfied with for $200.
"Six weeks into the term, I assigned my rhetoric and writing students a 20-page article. It was the same length I had assigned for five years and the same length I had read without complaint as an undergraduate a decade ago. Not one student finished it.
When I asked why, a student answered honestly: It was too long, and she kept losing track of what the paper was about. This was not a remedial class: These were students who had cleared the admissions process and written essays good enough to get them here. Yet a routine academic reading assignment had defeated them.
Every generation of professors has complained that their students cannot read. The lament is usually overblown, but data have caught up to anecdote, and what I am seeing in my classroom is no longer a hunch. There is a measurable, generational collapse in sustained reading and writing, and the academy is responding to it with improvisation and exhaustion rather than the structural overhaul it requires.
In February 2024, Adam Kotsko, who teaches in the Shimer Great Books School at North Central College, wrote in Slate that students who once handled 30 pages of reading per class meeting now seem “intimidated by anything over 10 pages and seem to walk away from readings of as little as 20 pages with no real understanding.” Crucially, he added that this is “not a matter of laziness on the part of the students” but of underlying skills they were never given a chance to build.
The Chronicle of Higher Education’s 2024 investigation found the same pattern across institutions as different as the Stevens Institute of Technology and Wellesley College, where the average SAT exceeds 1400. Nicholaus Gutierrez, an assistant professor at Wellesley, told The Chronicle that the baseline for what students consider a reasonable amount of work has dropped so noticeably that he has cut his readings accordingly; a 750-word essay now strikes many students as long. At Stevens, the science and technology studies associate professor Theresa MacPhail described following the mantra of “meet your students where they are” for so long that she has begun to feel “like a cruise director organizing games of shuffleboard.”
Worse, the national data tell the same story in colder language. On the 2011 National Assessment of Educational Progress (NAEP) writing assessment, which is the most recent comprehensive writing benchmark, only 24 percent of 12th graders reached the Proficient level, and just 3 percent reached Advanced; another 21 percent scored below Basic. The reading side of the ledger is worse, and getting worse fast: The 2024 NAEP results released in September 2025 show 12th-grade reading scores at the lowest level recorded since the assessment began in 1992. Thirty-two percent of 12th graders now score below NAEP Basic in reading, meaning that, in the assessment’s own language, they likely “cannot draw general conclusions based on concepts presented explicitly in a text.” And yet more than half of these same seniors reported being accepted to a four-year college. That last sentence is the whole problem in one line: We are admitting a cohort that cannot read at a college level and are pretending otherwise.
Why is this happening? One reason, of course, is smartphones.
I came into teaching as a skeptic of the anti-smartphone argument: I had a phone in my pocket throughout high school and college in the 2010s, and I read long books anyway. I now think I was wrong, because the neuroscience has caught up. In a 2017 paper, Adrian F. Ward and colleagues at the University of Texas at Austin’s McCombs School of Business showed that the mere presence of a participant’s smartphone — whether that be face down, powered off, untouched, or across the desk out of vision — measurably reduces available working memory and fluid intelligence on cognitive tests, with the largest effects on the most phone-dependent users. A 2022 study by Motoyasu Honma and colleagues at Japan’s Showa University used near-infrared spectroscopy to compare reading on a smartphone with reading the same passage on paper, and found that smartphone reading produced overactivity in the prefrontal cortex, suppressed sigh generation, and led to general lower comprehension scores; the authors argued that the sigh inhibition and prefrontal overload were causally linked to the comprehension decline.
So when a student tells me they “kept losing track” of a 20-page article, I have to acknowledge that they may be describing a measurable neurological condition. The neural pathways that support sustained attention are built by use, and they atrophy without it. Your body is a use-it-or-lose-it system, and the brain is no exception.
Another reason for the decline in student reading capability is increasing reliance on generative AI. In June 2025, Nataliya Kosmyna and colleagues at the MIT Media Lab released a preprint titled “Your Brain on ChatGPT.” They divided 54 participants into three groups writing SAT-style essays — one using ChatGPT, the second group using a search engine, the last group using nothing — and monitored brain activity with a 32-channel EEG. The ChatGPT group showed the lowest neural connectivity of the three, with up to 55 percent reduced connectivity compared with the brain-only group, and “consistently underperformed at neural, linguistic, and behavioral levels.” Eighty-three percent of LLM users could not quote a single line from essays they had written minutes earlier. When the LLM group was forced to write without AI in a follow-up session, their brain activity did not bounce back to baseline; the researchers coined the term “cognitive debt” for the lingering deficit.
This is the first neurophysiological evidence that early reliance on LLMs measurably alters the brain’s engagement with writing tasks, and it is consistent with what those of us in front of classrooms are watching happen in real time. When I assign analysis, I am not trying to extract a polished product; I am trying to put the student’s mind through resistance in order to make it stronger. Offloading the struggle to a chatbot does not “free students up for higher-order work.” It deprives them of building the strength to do any substantial cognitive work at all.
There is a final factor that is contributing to this decline in reading skills, and that is that the students arriving in my classroom today are the first cohort to have experienced Common Core-influenced reading instruction across the entirety of their K–12 schooling. Whatever the standards’ original intent, the on-the-ground implementation in many districts replaced sustained reading with the practice of pulling “evidence” from disconnected short passages, the same format used on the standardized tests that increasingly determine school funding. The education scholar Natalie Wexler, among others, has documented this pivot in detail: Students drilled on “finding the main idea” in two-paragraph excerpts never build the stamina or background knowledge that longform reading requires. The pandemic then added fuel to a fire that was already burning. NAEP scores for 13-year-olds dropped sharply in 2022 and have not recovered. A 2023 EdWeek survey found that 24 percent of secondary-school administrators described pandemic learning loss in English and language arts as “severe or very severe.”
In July 2025, the journalist Mary Harrington argued in The New York Times that “thinking is becoming a luxury good.” The ability to read deeply and reason at length is fragmenting along class lines as ultra-processed digital media replaces text in everyday life, much as ultra-processed food has replaced cooking. Her longer treatment of the subject in First Things makes the more provocative case that we are witnessing the end of print culture itself, and with it the end of the cognitive substrate on which modern liberal democracy was built.
I see this stratification in the classroom and on the page every week. My students from districts that protected sustained reading through small class sizes, strict phone policies, and faculty who refused to teach to the test all arrive with their attention relatively intact. My students from districts that surrendered to devices and standardized testing arrive cognitively winded. A democracy that requires a literate electorate is now training one fraction of that electorate out of literacy while marketing to the other a “deep work” lifestyle as a luxury good. The students who cannot read a 20-page article today are the voters who will not be able to read a bill, or the jurors who cannot follow a closing argument, tomorrow.
I do what I can in my own classroom to address the problems. I break 20-page articles into two halves and assign the first half with explicit analytical tasks. I require exploratory writing before formal drafts. I model (visibly, on the board) how to track an argument across pages or distinguish a source’s claim from my own analysis. I make structured peer review explicit, because the workshop format I used to take for granted now collapses into “this is good” and “maybe add more details” the moment I step back.
But I want to be plain about the limits of what an individual instructor can do, and all of these solutions have costs. Scaffolding a 20-page article into halves compromises the integrity of the argument I am asking students to engage, just as modeling note-taking in a credit-bearing rhetoric course is using a college slot to teach a middle-school skill. None of the syllabi I teach are designed to deliver this type of cognitive rehabilitation, and pretending otherwise has produced credential inflation. We cannot keep conferring degrees on students who cannot do what the degree is supposed to certify.
I’m afraid I don’t have answers. I do, however, have some questions that may point us in the right direction. If higher education is going to respond to the reading crisis as a structural problem rather than a private burden carried by composition instructors and adjuncts, it has to stop avoiding the following questions: If a majority of incoming students cannot read at a level the curriculum requires, are we admitting students we cannot serve, or offering a curriculum we cannot provide?
Why are first-year writing and reading-intensive general-education courses still the most adjunctified, lowest-paid, highest-load corner of the university, at the precise moment when their work has become the most important work the institution does? What is the responsible institutional response for AI usage: Is it a syllabus statement, or a sequencing principle that requires students to demonstrate the cognitive work themselves before AI assistance is permitted?
Why are most college classrooms still phone-permissive by default? K–12 districts from Florida to California are now banning phones bell to bell; higher education has somehow lagged behind the public schools. Universities benefit from a pipeline they did not build and refuse to repair. What would it mean for a university system to invest seriously in the reading instruction happening in the high schools that feed it, rather than treating remediation as something to be quietly outsourced to first-year composition instructors?
The thing I am no longer willing to do is pretend this is a temporary adjustment period, or that “students will adapt.” They will not adapt on their own. The conditions that produced this collapse are still in place: the phones, the algorithmic feeds, the test-prep excerpts, staffing models that load the reading-intensive work onto the most precarious faculty, and now the chatbots that finish students’ sentences before they’ve even begun to think of them. If we want literate citizens, we will have to rebuild the conditions for literacy deliberately, against the grain of every incentive currently pointed the other way. I know the academy has the will to do that. It also has the obligation."
— Tyler Jagt, 1 June 2026, "My Students Can’t Read"
The generational collapse in literacy is measurable, persistent, and likely to get worse.
I want to be very clear on this: it is not just dependence on smartphones and phones causing mental atrophy. It's that for decades we have taught Three Cueing System as a way to read, and while we are now beginning to correct, it is catching up with us. The reliance on smartphones and short form video are in part a result of illiteracy, not necessarily a cause of it, because we have failed to give students the tools to actually read but also paired it with the belief that they can read. They do not seek remedial reading help but blame the materials for being unclear or too difficult, when the fundamental problem is that the more complex the text, the less functional the three cueing system is. They are often quite literally guessing what the text says by searching for words they recognize (or think they recognize but cannot verify) and texts rapidly become impenetrable nonsense. Of course people will reach for their phones when 90% of the text they encounter in their daily lives and schooling is not accessible to them!
so many people ive known have pushed themselves to burnout trying to deny their disabled reality, skipping accommodations, skipping rests etc. and the world convinces them that the solution to their burnout is to push even harder. it’s a huge tragedy. i know social pressures make it tough but i want more disabled people to make things easier for themselves where possible, to opt out of things that harm them when possible, to quit while they’re ahead. be that person today! protect yourself where you can! take micro breaks while doing your hobby. get that shower chair. sit to brush your teeth. lie down in the middle of the day, even if only for 5 mins. these things add up and it’s so worth it.
dailybridgerton
origamiaround
yousharknotpass
titsay
discoholicmusic
amandla
gummygunk
romaincrisis
