[damianimated]

At Target this lady told her son he couldn’t have a Wonder Woman doll because “that’s for girls” and then bought her daughter the same one. It got me thinking about how often I see people bar young boys from appreciating girls/women as protagonists and heroes, and my own experience with it as a kid.

[andhumanslovedstories]

This should be the cover of the sickest fucking zine you’ve ever read.

[pumpkan]

Me: waiting for any form of public transport

Rain: starts

Some deep dark part of my brain that never forgot the first night vale episode: 👀🕐🚌🌧🌧🕐🕐🚌🌧

[sunshine-sabre]

there's no satisfaction in being right about the boat sinking when you are also on the boat, never mind below decks, with no hope of a rescue. I don't like smugly saying I Told You So because despite being ardent and vocal and pushing for strategies to mitigate climate change, my people are still dying. Black and Indigenous people in the United States and Canada are nearly always right when it comes to how we navigate disasters collectively, and they're never listened to except for after the fact (usually when its too late!! Huh! Wonder why that is!)

Folks want a quote from a Black or Indigenous person for their blog, but they don't wanna change their environments or GOD FORBID their consumer habits, even as the oceans rise to your door and the wildfires and logging bring down every old-growth forest.

(the history you cut out and paste into your cutesy little Revolutionary Scrapbook is still happening and still being made, btw. Your actions are part of it.)

anyway. I'm sitting here under a pungent yellow sky and aching for my people and the forests of Ontario. The Namaygoosisagagun First Nation (Collins First Nation, for the colonizers) fled on boats while the trees next to their houses burned. Thunder Bay is full of displaced Indigenous peoples trying to breathe with air full of ash. Gayaashki-zaagiing Anishinaabeg (Gull Bay First Nation, again, for You Folks) peoples were ordered to evacuate in the middle of the night and were just told there are no accommodations for them, now that they've escaped. Thousands of people scrambling for protection and safety, while a bunch of white colonizers complain about the smell of smoke.

None of this is new. It's all a very old song.

But, as my mother would say, the drums will get louder and louder until you listen.

[kaylmao]

shh don’t worry catholics aren’t real

thank god. i mean thank something else

[leontocephagaina]

"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"

Opinion | My Students Can’t Read

The generational collapse in literacy is measurable, persistent, and likely to get worse.

[doubleca5t]

The only difference between a chud religion and a woke religion is whether or not said religion has the weight of the government or other powerful institutions behind it. No matter how beautiful and egalitarian and morally aspirational the original texts of a religion are, there is absolutely nothing stopping institutional actors from twisting those words to defend the powerful and demonize the powerless. Bitches in the U.S. will be like "Buddhism is such a peaceful religion, you never hear about Buddhist extremists" yeah of course YOU haven't heard of Buddhist extremists you couldn't find Myanmar on a map if your life depended on ir

[prinnay]

Mountain Mint

I love this majestic plant so much. You can never have too much Pycnanthemum around.

...Until you have too much Pycnanthemum around. Then you have a mint party

Inks and acryl-gouache on paper

[gbiechele]

Pegville Falls 

Top 2 Photos - Asahi Super-Takumar 28mm f/3.5 lens Bottom Photo - Auto Sears 55mm f/1.4 lens Sony A7

[charl0ttan]

What color do you think pairs best with RED?

Orange

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Brown

Remaining time: 3 days 13 hours

[charl0ttan]

What color do you think pairs best with ORANGE?

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Remaining time: 3 days 13 hours

[charl0ttan]

What color do you think pairs best with YELLOW?

Red

Orange

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Remaining time: 3 days 13 hours

[charl0ttan]

What color do you think pairs best with GREEN?

Red

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Remaining time: 3 days 13 hours

[monidoll]

its loveslop. you only like me because youve formed an emotional bond over time.

[calleido]

proval lake, pyatigorsk, russia

[loveridden1999]

the fetishization of the glorification of romanticism of generalized of sexualization of the normalised of the glamorization of the idealized of the

[audioexorcisms]

Lets dissect uncle to find his wish gland

[designerpets]

this is why commas are so

important 🤓

[audioexorcisms]

Where do you think the comma goes

[todays-xkcd]

All discussions of daylight saving time policy are doomed by a mix of contradictory, inconsistent, and impossible preferences, which is why I think the only thing we can really hope to do is to make it worse.

Time Change [Explained]

Transcript Under the Cut

[Cueball standing behind a lectern.] Cueball: We all hate springing forward, Cueball: but we love falling back.

[Zoomed out view. Cueball is on a raised podium behind a lectern, and Hairy, another Cueball, and Hairbun are standing in front of Cueball (to the panel's left), looking at him.] Cueball: Therefore, we are abolishing the spring time change only. Cueball: We'll gain an hour every year, but never lose one.

[Zoomed back in on Cueball behind the lectern, who has his fist raised] Off-screen voice: Won't that cause the clocks to spiral out of sync with the sun? Cueball: Then we will meet the chaos clear-eyed and well-rested!

[superdaisypowerhour]

"if i had a time machine i would go back in time and kill hitler"

I would put sea mines around medieval britain. i would give hannibal barca ww2 era heavy artillery and tell him not to stop till he starts seeing gauls. i would give boudica a fucking abrams. i would appear before jesus like an angel and tell him "you gotta stop. not cause theyll kill you, youre fine with that, surprisingly, but because your fanclub is gonna spend about 1500 years making everything worse for everyone, everywhere." I would take a glock back in time and shoot romulus, shoot remus, and shoot that damn dog too just to be safe. i would be on the side of christopher columbus' ship in a scuba suit planting c4 on that bitch like rainbow six siege. i would be waging a one woman campaign of terror across andalusia to prevent the reconquista. i would be getting way out in front of that shit is what im saying,

[dark-magician-girl-meets-world]

Just escaped from Hell thanks to the incredibly convenient road leading directly out! Apparently it was paved with good intentions? Thanks for those, everybody! They worked out great, just like always!

[booksandchainmail]

#i. yeah. terribly profound in a fairy-tale way #there was a door-to-door religion salesman i talked to when i little; kept hammering on about people getting tempted down the Road to Ruin #and i (genuinely confused) asked why more people didn't follow because surely Ruin was the best place to go if you wanted to help #he looked poleaxed and wandered away. i guess i can't blame him - i was about 9 and looked maybe 6. so that must have been unnerving for him #but that was my confusion with the whole heaven/hell set-up for years; surely heaven needs saints like a fish needs a bicycle #hell is where there is work to do (tags via @thoughtsformtheuniverse)