Discoholic 🪩
untitled
The Stonewall Inn
Jar Jar Binks Fan Club
noise dept.
❣ Chile in a Photography ❣
Monterey Bay Aquarium
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icyghini twinkie
Show & Tell
shark vs the universe
"I'm Dorothy Gale from Kansas"
art blog(derogatory)
Origami Around
d e v o n
todays bird
he wasn't even looking at me and he found me
pixel skylines
Keni
Cosmic Funnies
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@rohnoc
I can't quite explain it, but Clue (1985), The Princess Bride (1987), Galaxy Quest (1999), and Dungeons & Dragons: Honor Among Thieves (2023) are all the same genre
They aren't a spoof (roast) or a love letter (tribute), but a best man's speech; an expression of love with a gentle ribbing on ocassion.
Imagine if we did the “public libraries are punk” thing for other subcultures. Imagine if people made shirts that said “Soup kitchens are grunge” or “Mixed Use Urbanism is Juggalo”.
looking. at you
5 0 Y E A R S A G O
Happy Moon Landing Day! ❤️👩🚀🌛
For the Eagle has landed
Tell your children when
Time won’t drive us down to dust again!
this scene is so fucking funny the english dub of this show is so good
loud warning
Rolling on the floor sobbing and crying and losing my mind at “GET INSIDE THE VAAAAAAAAAAN”
finally. an appropriate name for my ‘time to leave’ alarm.
Women in Shakespeare
Also like to point out that when her mother says “I was your mother much upon these years that you are now a maid,” (translation: I had you when I was your age) you have to remember her father’s words: “earth hath swallowed all my hopes but she,” (translation: all the other children died.) The whole plot point of Juliet being an only child is explained by her mother being a Margaret Beaufort type who had her first child too young and it damaged her past the point of being able to bear more children.
Margaret Beaufort died in 1509. She was a major player in the Wars of the Roses, the swirling on-again-off-again civil wars that consumed England from 1455-1487. Romeo and Juliet was written and first performed in the early 1590s. Your average English person of Shakespeare’s day would probably have had at least a vague understanding of who she was and what happened to her, because she was a key figure in recent history and was still getting passed around as a cautionary tale.
There are two great problems with what happened to Margaret (and that her parents are trying to do to Juliet). One is easy for modern people to spot (but was also a common response back in her own day). And that’s the moral implications of what was done to her. She was too young to be married, and it was horrifying that she was forced into it so young. Every one of the adults around her either acted immorally or failed to protect her. They were wrong. This is what modern people see, and it’s important to remember that people back in her day mostly agreed with it. You’re supposed to think it’s fucked up! When girls were married that young (and it didn’t happen often!) it was a formality 99% of the time. It was for dynastic or financial reasons (the girl has lots of money and/or land and/or a title that her husband wants), but the “couple” don’t consummate their marriage for years. And it’s not just that they would have separate bedrooms. They might not even live in the same country until the girl was in her late teens and physically and mentally mature enough to bear and raise kids. Hell, a lot of times they didn’t even meet until the girl was older! They had this thing called “proxy marriage” where you would have two separate ceremonies, in two separate places, with each party saying their vows separately, one in one city and the other in a different one. So, yeah, sure, the girl was technically married at 12, but she didn’t actually meet her “husband” in person until she was 17 and they didn’t start sleeping together until she was 20. That was a thing they did.
The other problem, the one that modern people don’t notice, is dynastic. See, marriage wasn’t generally because you loved someone. It was because you had the resources to support a family, and you or your family wanted to pool those resources with someone. It’s about “our family has these resources, and we want that to continue.” It’s about continuity across generations. It’s about making sure that your children and grandchildren have the best possible resources to survive and thrive, whether those resources are land or a trade or a title or money or whatever. In order for this to work, you have to have kids! The family and the family’s resources depend on the married couple having children. If the couple doesn’t have children, the marriage is a failure. And that failure affects not only the couple, but both families. This is a really big problem. And you can’t have just one kid to pass on the family name, because half of all kids die in early childhood. If you want to be safe, you need several kids, to be sure at least one will survive to adulthood (when they can marry and pass on the family name and resources.
You know what happens when a girl has her first pregnancy too young? She is very likely to either die in childbirth, or have complications that destroy her future fertility. Just like Margaret Beaufort. Just like Juliet’s mother. In other words, the marriage is a failure, not just for her, but also for her family, and her husband (who can’t divorce her, it’s not allowed except in extremely rare circumstances), and her husband’s family. So even the people who didn’t have a moral problem with adult men having sex with pubescent girls had a practical problem with girls married too young because you are very likely to destroy the entire purpose of the marriage by doing it. As Shakespeare reminds us in the play through Juliet’s mother having been married too young and only having one child.
Shakespeare is telling us “yeah, this is fucked up. but even if you’re the kind of awful person who doesn’t think girls marrying too young is morally wrong, it’s also a problem for practical and dynastic reasons, don’t forget that by doing this wrong thing you are very likely to destroy what you most want out of it.”
Interesting
It bears repeating:
don’t forget that by doing this wrong thing you are very likely to destroy what you most want out of it.”
yes, excellent discussion!
another thing i noticed, the year my local community shakespeare theater did r&j, and i made the costumes so i got to watch the show every night: part of why capulet is telling paris, take your time, get to know each other, no rush, is that he still has his nephew tybalt as his heir. as long as tybalt is in the picture, there is no pressure on juliet to go further with paris, than get acquainted. once tybalt is killed, then suddenly capulet needs an heir, he needs a husband for juliet, now, this week. (the role of capulet is best given to the actor in the company that can do over the top apoplexy, you need to believe his urgency comes at least in part by how clearly he could drop dead any moment from giving himself a stroke)
i feel like this play is often taught in middle schools as if it was somehow relevant to, or about, teen hormone storms. really it's got more to do with the social structures around family and inheritance. leaving that context out makes it confusing, why is capulet suddenly flipping from nice dad to evil dad?
art history matters.
I've been thinking about this play a lot lately. I really wanna highlight that Lord Capulet asks Paris to wait and get to know her, and to woo her, while Tybalt lives. While Tybalt is alive, Juliet has something of a reprieve, and her wellbeing as his only child matters more to Capulet. But once Tybalt has died, the gloves come off. Lord Capulet was worried about his daughter's wellbeing when he felt he had the space to care, but as soon as his dynasty is at stake, as soon as this becomes larger than Juliet's happiness, his consideration for her health and mental wellbeing get thrown away. Which also is due in part to the fact that Capulet's family is implicated in a brawl that has left several dead after the Prince's family EXPLICITLY told the Capulets and Montagues to stop fighting or face dire consequences, AND Capulet is trying to align himself with the Prince's family by marrying Juliet off to County Paris, a relative of the Prince. So to Lord Capulet, it is now less important that Juliet is happy, and more important than he reminds the Prince of his loyalty via this marriage and aligns his family with the Prince's before it's too late. And he believes this must be done, at any cost...until Juliet kills herself. And that's when he realises the devastating cost of treating his family as chess pieces. He realises his wrongdoing far too late.
Seriously Romeo and Juliet is HEAVY on the dynastic politics, and I think you can't fully understand the play without understanding how that all works, especially because the impact of dynastic marriages on women and girls is like. THE POINT of the play
it’s what they would have wanted
happy moonwalk day
Things Michael Collins absolutely would have done given the chance.
Ioannis Kissonergis, 1889-1963
Centaur and Mermaid, n/d, oil on canvas, 132x186 cm
Private Collection
Alright but... Are they just having fun or do they want to take it further? Because then I am thinking about the logistics and... At the same time they are the two horniest beings in common folklore so... When two embodiments of lust just happen to meet... You know... wouldn't surprise me... No matter what... Cough cough. The logistics though.
Lust Love will find a way... But wouldn't their kids be seahorses?
BY ALL THE GODS YOU ARE RIGHT! THIS MAKES PERFECT SENSE! THIS IS WHERE SEAHORSES COME FROM!
You have, good sir, madam or thing, solved one of the greatest mysteries of mythozoology.
Well, you see, you take the best parts of both and...
Little bird enjoying summer
I know it feels good as fuck to cast spells from up there
You know, when I've remarked that a lot of the responses to my posts feel like people are just plucking out keywords they think they recognise based on the shape of them and replying to what they imagine the post says based on that, the possibility never occurred to me that this is actually how many American schools are currently teaching kids to read.
Like, my assumption this whole time has been that when folks go "I misunderstood this post that says [thing] as saying [unrelated thing] because I mistook [word] for [completely different word that happens to start with the same letter]", that was a bit. What do you mean they're teaching kids a reading method that's tailored to produce this exact error?
Three cueing. Once you learn about it, a whole lot of very frustrating online discourse with US Americans makes so much sense 😭
For decades, schools have taught children the strategies of struggling readers, using a theory about reading that cognitive scientists have
Please also keep in mind that region and age will effect if the American has been taught this way. There are young adults who were taught to read like this, but this system was forced more fully into place within the past 10-15 years, so many current teenagers are effected by it.
Many teachers TRIED to warn about this, but our government forced the changes. I have met multiple teachers who've openly complained and tried to talk to the boards if directors about it, but if you didn't/don't comply, you could lose your job.
The podcast version of this article is how I first learned about this, and it's also excellent (link in the link above but just in case):
There's an idea about how children learn to read that's held sway in schools for more than a generation — even though it was proven wrong by
As someone who doesn't have kids and whose nephews are voracious readers who (when I've asked) seemed to have escaped three-cueing, this was absolutely dumbfounding to me. It really does make a LOT of sense in terms of how people read, write, and react to the written word these days. (FYI it wasn't just taught in the US but we definitely championed it in a big way, largely because, you guessed it, capitalism.)
Anyway if you've got the time and like longform audio journalism, this is also great.
"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!
"Tiny Landscapes" by Constance Baltuck of Juneau, Alaska (2022)
“i also choose this guy’s dead wife” was easily the #1 funniest thing to ever be written on the internet.
you can know the punchline but you can’t stop it from punching you.
i do also feel the need to add that phil8248 really liked the joke. he said his wife had always had a dark sense of humour, even about her illness and death, and seeing the joke made him feel like he was laughing with her one last time.
We all agree, right?
AI to write your novel is wrong
A bargain with a demon to write your novel is okay
Only if you specify in the contract that the demon can't use chat-GPT
I've been thinking about this - and why asking the demon is also a bad idea
Tartini was a composer and violin teacher and no one respected him, he was generally broke, and he started having weird dreams in which the devil asked him to teach him violin
despite being catholic tartini agreed - although everything told him this was a bad idea
so he taught the devil violin in his dreams and when he had taught him everything he knew the devil offered him payment, he played an original composition in his dream
Tartini woke up weeping and struggled to write it down
we have a historical version of "couldn't remember the greatest song in the world, this is just its tribute", and the song he wrote down made him "Sonata in G Minor, aka the devil's trill" it's usually played by 2 violinists because it's evil difficult,
now imagine you make a deal with the devil to write your novel, he writes it but only lets you read it in a dream and you have to transcribe it from memory the next day.... 150k of the best prose and plot you've ever seen in your life and you have to remember it
chatgpt is evil, but that's just mean
This brings a whole new element to my understanding of Devil Went Down to Georgia
Went over to a friend's to teach her how to use a sewing machine and follow basic instructions. She went with a different bag, but I sewed myself a Japanese Knot Bag while she worked, mostly just to give it a try! The longer strap pulls through the short one, 'closing' the bag.
As soon as you posted this I started seeing this style of bag everywhere. I've seen it in brickspace stores twice and online once. It seems like it might be the next big thing in bags. Also I'm a copycat so I thought I'd try it out. Very fun and pretty simple to make!
I should have taken photos before I parted with it, but it was a gift for Toddler U, my Nibling From Adopted Sibling (R, who I have simply begun referring to as my brother) and I forgot. I used a soft flannel with potted plants printed on it for the lining and one side of the handles, and a cream with metallic gold ginkos for the exterior and other side of the handles. I suspect she will mostly like it because it's sparkly.
unironically I think this might be my favourite dragon design in anything ever like this thing looks like it's a part of nature not someone's prize horse/nuclear weapon
Little Theepthealer
