"we could give you a link to this mp3 OR we could run it in a proprietary player app that must connect to the internet every time you hit the resume button"
when i upgraded from a flip phone to an iphone and realized i could no longer record and set a custom ringtone because apple wanted me to buy radio pop ringtones, i realized, oh cool new tech isnt made for us it's made to exploit us and we are going to let it happen
stop letting miserable people on the internet convince you that you must have a concrete, well-constructed opinion on everything that has ever existed.
Thinking about the Hadestown proshot and Orpheus being introduced wiping down a table with his back to the audience. Hermes has to call out to him again to get him to take his opening bow, and for the show to start, Orpheus has to turn around.
booty shorts with "Where lies the strangling fruit that came from the hand of the sinner I shall bring forth the seeds of the dead to share with the worms that gather in the darkness and surround the world with the power of their lives while from the dimlit halls of other places forms that never were and never could be writhe for the impatience of the few who never saw what could have been. In the black water with the sun shining at midnight, those fruit shall come ripe and in the darkness of that which is golden shall split open to reveal the revelation of the fatal softness in the earth. The shadows of the abyss are like the petals of a monstrous flower that shall blossom within the skull and expand the mind beyond what any man can bear, but whether it decays under the earth or above on green fields, or out to sea or in the very air, all shall come to revelation, and to revel, in the knowledge of the strangling fruit—and the hand of the sinner shall rejoice, for there is no sin in shadow or in light that the seeds of the dead cannot forgive. And there shall be in the planting in the shadows a grace and a mercy from which shall blossom dark flowers, and their teeth shall devour and sustain and herald the passing of an age. That which dies shall still know life in death for all that decays is not forgotten and reanimated it shall walk the world in the bliss of not-knowing. And then there shall be a fire that knows the naming of you, and in the presence of the strangling fruit, its dark flame shall acquire every part of you that remains." on the ass
Yeah I saw the lovecraftian horrors and didn’t succumb to madness. What- no I’m not a cultist, James. For Christ’s sake. What you’re forgetting my friend is that HP Lovecraft wasn’t a flexible man. His brain simply wasn’t stretchy enough to take it all in. I however, have short term memory issues. Flexibility is the name of the game when you can’t remember if you ate lunch or not. What’s the size of the universe? Big. You knew that already, James. Come on now. You don’t need to witness the terrifying ocean at the base of the entirety of reality itself to know that. Pass the brandy.
During a Eldritch Horrors based tabletop RPG my character was a young dandy who wasn't particularly interested in all this monster mystery stuff but his father (my brother's character) was a researcher who WAS very into it, so Bertie went along to make sure the old man didn't get into too much trouble. It was your average Eldritch Horrors RPG in that you don't make your characters with the expectation that they will survive for very long, both the game itself and the genre are very intent on turning your characters inside out, driving them insane, and blowing them up in no particular order.
The thing was, everything in this nightmare hellscape just seemed to keep coming up Bertie because the man was too stupid to realize what genre he was in. Every time he had to roll for a sanity check whenever he saw something crazy, the dice treated him so well that he just... didn't get it. Gee that sure is a funny costume. There's something wrong with that dog. These mean guys in stupid hats are trying to hurt that young lady, we can't have that! I had not built him this way, his intelligence stats weren't even that bad, random chance just made it so that this man was living a scooby doo adventure while everyone else was being consumed by The Horrors.
The final straw was at the end of an adventure when Bertie escaped from the cultist headquarters by breaking out through the mansion's front window on a motorcycle with a hot rescued sacrificial maiden clinging to his back and leading the cultists on a merry chase through the hedge maze while the other adventurers escaped. His sanity score? HIGHER than when the adventure had begun. He had found the whole experience quite thrilling and felt very good about life in general!
Bertie retired from adventuring to marry the maiden he rescued and care for his aging father and delight and bemuse his friends at the gentleman's club with stories of his 'wacky' adventures. I didn't want to risk breaking his ridiculous lucky streak.
“Bertie, you’re talking nonsense. Again. Still, you’re married, so the details don’t matter. No, I don’t care, no one cares, don’t ruin dinner by trying to explain. There’s a good boy.”
[ID: a woman stands in front of a hell landscape cgi. she's talking to someone out of view; "... Not supposed to be here, I'm Hindu, I'm supposed to be reincarnated, I told you this bef-"
She's cut off my a section of Lil Nas X's song Montero, specifically the line "... Me in the the mornin', i'll be on...". As the line plays, she looks to the side down, as if something nearby is falling. The music fades in, gets louder, and fades back out. She pauses after it fades all the way out.
This is actually such a crucial part of healing from neglect and abuse and I have to add to this.
Because indeed, people who like you will not roll their eyes and sigh at the idea of accommodating your needs, they will value your voice and be upset with you about injustice done to you, not at you for "being difficult". They will be happy when you find a way to live a better life, and help you to get there. If you are struggling, someone who loves you wants to see you smile, not tell you to smile because "you have it so good".
a very loose collection of thoughts because i haven't slept in more than fifty hours, but one element that always gets to me about the homeric epics and a lot of greek mythology overall is the tragic emotional divide between gods and humans. it's like there's a constant insurmountable gap of perception there, most of all in regards to mortality, between the deathless and the bound-to-die: of course the gods are aware that all mortals will eventually die, but they seem on the whole unable to truly understand and sympathize with just how brief mortal lives are or how massively the gods' involvement (and entitlement) can derail and shorten those lifespans.
that tragedy hangs over the entirety of the iliad to me. it's exemplified in how, when achilles is going mad with grief over patroclus, zeus empathizes with and wants to comfort achilles' immortal horses instead. countless human lives have been and will be lost or ruined from this god-driven war, but the perspective zeus understands and feels an emotional connection to is that of animals that can't die. sure the gods mourn their mortal offspring (like sarpedon) when they fall, but the grief comes across as very brief and possessive, like the loss of a favourite doll. (of course, they can just make more demigods later. they have all the time in the world after all)
(thetis is obviously the big outlier here, which might be part of why i've always been obsessed with her. i'd say thetis' preoccupation with her son's finite lifespan is downright extreme among the gods. there are other immortals who can sympathize with her grief, like hephaestus, but not empathize. she is an oddity among them.)
to me it's central to the odyssey too. especially, as elizabeth vandiver points out (as i carefully set my "days since fawning over vandiver" counter to zero) in book 13. odysseus, as gently as he can, tells athena that there were years of his long journey he felt completely abandoned by her and he was weighed down by doubts if he'd ever see his home again, and she pretty much brushes him aside letting him know she never worried because she knew he'd get home eventually. eventually. vandiver makes a point here that 10 extra years to athena can't possibly mean what 10 extra years mean to odysseus. he has missed out on seeing his son growing up, he's longed for his wife and parents and home for a significant chunk of his life. it's a very brief exchange but a tragic moment to me. he tries to explain and she's simply unable to understand the weight of it, and dismisses it with a single line.
but that divide makes sense to me. the gods have eternity to do whatever they want. we know they fear imprisonment and servitude and discomfort and humiliation (all of which makes sense of zeus' sympathy for the immortal horses) -- essentially temporary things to them. not anything as definite and final as death. they can't choose to know what it is to fear death, or how the finite nature of human lives impacts just about everything homeric human character do (kleos anyone?). there's just no bridging that gap.
The long-lost remains of King Alfred the Great have been found buried under a car park, investigators claim.
Alfred died in 899, and his bones were repeatedly moved. He was buried in Winchester Cathedral until 1110, when his remains were moved to Winchester's Hyde Abbey, where they were interred before the high altar between the bodies of his wife and son.
The abbey was demolished after the dissolution of the monasteries in 1539, and the place was left in ruins.
In 1866, during construction of a workhouse on the site, the English antiquarian John Mellor excavated the area, found what he thought were Alfred's bones and had them reburied at nearby St. Bartholemew’s Church.
But in 2013, when archaeologists exhumed and carbon-dated the bones from St. Bartholomew’s churchyard, they proved to date from over 200 years after Alfred’s death - sparking Graham's interest and search.
He said: "Whoever’s bones they were, they weren’t Alfred’s. So, I decided to discover what happened to them.
"The quest has taken me 13 years.”
This has been my main argument against "AI" from the very beginning.
OpenAI scraped the entire web. All of which had been a labor of love from humans. Wikipedia is the backbone of a lot of LLMs, and that was volunteer human labor. They stole it and now they're selling it back to us.
And worse, they're trying to destroy the free sources that they stole from. It's destruction of human knowledge on an unprecedented scale. The burning of the library of Alexandria has nothing on this.
"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!
Whenever I think about the value of something being done by a person who really understands the job from a lifetime of experience, I think of my first restaurant job. My goal was to work every position, and I started with a year and a half in the dish pit at 16yo.
When i started as a dishwasher, i was trained by an old career dish pit man named Claudio. He'd spent his whole life washing dishes. It allowed him to move to just about any city in the world that he wanted to and get a job without having to deal with complex hiring processes or strict resumé requirements. Which was the main thing he wanted out of a career. I still think about him.
He'd seen a lot of people come through that station who either didn't consider it a real job or thought it was beneath them, on their way to "better" or "more important" things. And, in retrospect, those first two days he was sort of doing the minimum with me that he could do and still respect himself when he told the manager he'd trained me.
But, maybe it was because i was really interested in learning all the positions there were in a restaurant because i knew they were ALL important, or because i was a hard worker, or maybe it was because i tried to have real conversations with him in my broken spanish and did my best to not make him speak any english unless he wanted to, but after a couple days there was a big shift in the way he and i worked together, and he started to really teach me.
That place ran the dish pit with one dishwasher, so when he was done training me I was going to be doing the job on my own.
The thing that stuck with me the most, for the rest of my restaurant career, was this... and it wasn't just the actual things he was saying, but a completely new way of looking at what i was doing within the context of how the restaurant ran. I came in for my 3rd day and he said
"When you work alone, you want to go home by midnight?"
we clocked on at 3:30 and took a half hour lunch break and usually skipped our tens, so, yeah i absolutely did want to get off work by midnight
Then, even tho i already knew where most of everything was by that time, he took me around and showed me all the dishes, cups, pots and pans, spatulas, silverware, had me look at all of it. Then he told me to remember that almost every one of the dishes I was looking at would be used more than once by the end of our shift- we were clocking on to wash the entire building full of dishes multiple times.
Then he led me back over to the industrial dishwasher most restaurants have, which looks like this:
and then this 60 year old career dishwasher from Mexico City said the thing that changed how I looked at restaurant jobs forever
"This machine takes two full minutes to run a cycle. We are on the clock for 8 hours. That means we have a maximum of 240 times we can run this machine. If you want to wash all those dishes, clean your station, mop, and clock off by midnight? This machine has to be on and running every second of the shift.
If you don't have a full load of dishes collected, scraped, rinsed, stacked, and ready to go into the dishwasher the second it's done every single time? You can't do it. If, over the course of 8 hours, you let this machine lay idle for just one minute in between finishing each load and being turned on again? Instead of 240 loads, you'll do 160 loads.
[like, literally, he had done this math, he had these exact figures]
160 loads instead of 240 loads means you are doing 20 loads in an hour instead of 30 loads. That means the dishes are going to pile up. The cooks will run out of pots and pans and will have to stop and wait for you, the servers will run out of plates and cups and have to stop and wait for you, and your night is going to SUCK. Every part of how this restaurant works can grind to a halt because of that idle minute between dish loads, and if it does you'll have an entire building of people in a hurry and all waiting on you.
And it means you're going to be here until 2 am doing the 200+ loads of dishes this restaurant goes through every night.
For this to work, you MUST have this dishwasher on and running every minute of the shift. As soon as you turn it on you have two minutes to have the next load ready. See these large items i put to the side down here? One or two of them takes up all the space in the machine. I keep them here so that if the machine finishes and shuts off before i'm ready for it i can stick one of these in there and turn it on again immediately. You have to think like that to do this job without stress."
The way he was looking at how the whole restaurant ran, the way he was looking at how he'd spend each minute of the entire shift, the way he broke down what the physical limits were and how to max them out so he could do his job and go home on time without stressing out... The way this 60 year old guy, who had never had professional ambitions beyond being a dishwasher, was still such a competent and brilliant expert in his field.
It was all such an important lesson, and one that stayed with me through every position i went on to work in restaurants, dish pit, busser, server, cook, all the way up through manager before I finally got out of my restaurant career
Claudio never wanted to be anything but a dishwasher who didn't stay any later than he had to.
But he knew how that restaurant ran better than most of the other people in it. I never had a chance to truly thank him for the specific lesson he taught me, because while it had an immediate impact, I didn't really understand how valuable a lesson it was until much later.
But I've thought about Claudio and what i learned from him many MANY times in my life.
Fascinating how what's considered feminine and what's considered masculine can change over time. The rebranding of being a horse girl into being a stereotypical feminine girly trait needs to be studied.
Look at classic children's novels. As recently as the 50s and early 60s, being obsessed with horses as a girl was depicted as strange and tomboyish, and the very concept of being obsessed with horses from early childhood and loving toy horses and desperately wanting your own horse being a "little girl thing" and not a "little boy thing" would send someone from the 1800s and earlier into a coma.
There's maybe a point to be made here somewhere about how when keeping and riding horses stopped being necessary to the functioning of society and became a more "frivolous" thing, it was rapidly rebranded as silly and girly and for women, but what do I know.
i wrote a paper in my masculinity studies class in college about this exact phenomenon, specifically about how high heeled shoes started as a practical way for Persian cavalry to keep their feet on their stirrups, then likely due to that association, became a popular fashion item and status symbol among the upper classes of Europe, before the Great Male Renunciation of the 18th-19th centuries, when men started shunning opulence in favor of utility, leaving them as a fashion item for women instead.
I've joked that the two genders are Aesthetic and Utility before but thats just kinda the case
turnnoffyourmind
tangentwithtanner
snowghoul
yousharknotpass
gummygunk
gamechangershow
andulkaphoto
areudirty
pixelskylines
