alex • they/it ⚧ academic interests & activism, including: republican rome, ancient greek lit and the aeneid, LGBT history/art/rights, bodily autonomy, anti-capitalism, architecture, socialism, etc. because learning is always magical.
So every year, my aquarium does a captive lobster hatchery project (hence all the loblings). The reason we’re doing it is because in the wild, loblings only have a 1 in 25,000 chance of surviving their larval phase. They’re plankton as babies and everything eats them. Additionally, as the Gulf of Maine warms, they are having even lower survival rates because the blooms of copepods they feed on as babies are happening earlier in the year, and they’re missing it.
Obviously, the goal of this experiment is to grow the lobsters until they’re big enough to settle to the seabed and then release them, because they have a much higher likelihood of surviving to adulthood when they’re able to hide. Ideally, captive lobster hatcheries can boost the wild population and keep things stable, so we don’t have a major crash in a decade or two.
The first year we tried this was pretty bad. We had a lot of eggs, but very few babies. It turned out that the CO2 levels in the building spiked as more guests visited throughout the summer, and that settled into the water and threw off the pH and caused a chemical reaction that prevented a lot of the eggs from hatching. I think we ended up releasing three baby lobsters (which is still better than their wild survival rate but not great).
The second year was a little better. We added a de-gasser to the aquarium and got a ton of larval lobsters, but right as they were settling to the bottom we had a disease outbreak that killed most of them. We ended up releasing four babies at the end of the season.
But this year? Oh boy. We have so many lobsters that we had to release the first round early (usually we wait till September or October so guests can see them). We just released a total of FIVE HUNDRED AND TWENTY FIVE baby lobsters, and we still have over a hundred who haven’t settled to the bottom yet. I genuinely don’t even have words to explain how cool this is. OVER FIVE HUNDRED. We just added hundreds of lobsters to the wild population that wouldn’t have been there otherwise.
"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.
Parts that made me tweak in a dim-lit movie theater:
1. Every time we meet a woman or enslaved individual that, y’know, had some semblance of agency in the text, Nolan has just… removed that? Circe’s commanding presence & how she genuinely overpowers Odysseus? Gone. Helen actually stealing the show in Book 4 where she walks down into the room and controls the conversation re: Odysseus & Troy? Gone. Utterly Gone. Lupita Nyong’o gets 0 chance to speak on her own terms and its actually so depressing. Also I’m genuinely unsure here but it seemed like Circe & Calypso’s divine status was… nonexistent?? They’re both goddesses but apparently not to Christopher Nolan 🫤
And this treatment extends to Odysseus’ slaves, specifically Eumaeus & Eurycleia (eurynome & philoetius not appearing in this goddamn film ifg). Almost every action taken by Eurycleia in the Odyssey is attributed to someone else in Nolan’s adaptation, she gets 0.2 seconds of screentime, its actually absurd. I think she has two lines in the whole movie. Eurycleia. Odysseus and Telemachus’ nurse. The woman who canonically organizes the doors to be locked during the suitor’s slaughter? Who canonically helps secure Telemachus’ provisions for Pylos? fuckin. Not There. And Eumaeus (who literally perfectly models xenia to a disguised Odysseys while living in extreme poverty) notably Does Not Get To Do That in Nolan’s odyssey, instead he’s like. injured I guess? I’m so fuckin confused as to why that happened, it just made the plot more convoluted. Medon is also just not there at all. Medon who is actually the fuckin best?? My underestimated king??? Where Is He.
2. oh my god everything abt the scene with Polyphemus makes me want to claw my eyes out (except maybe his eye? that looked kinda cool idfk). yknow how polyphemus appears, speaks to the crew, and they let their guard down? how the polyphemus episode represents the world outside of greek customs like xenia? how he fucking talks to them? he talks to them and his neighbors? yeah. in Nolan’s odyssey, there are no neighbors. there is no existential mirror/cyclopean foil to ithacan society. there are no other cyclopes. He doesnt even fucking talk 😭😭 <- i mean he gets one line but the audios so distorted that without captions i had no idea what he said
3. Anticleia reunion scene? Nonexistent. Laertes? Nonexistent. Allegedly still around. Sir Not-Appearing In-This-Film. Book 15 reunion between Telemachus and Odysseus? Nonexistent. Reunion between Odysseus, Eumaeus, and Philoetius? Not there. The fucking marriage bed scene? The goddamn marriage bed? NOT THERE. screams into a bag
4. ODYSSEUS “DIDNT WANT TO RETURN HOME” 😭 they keep fucking saying this over and over again too and. No he very much did. No home means no guaranteed kleos guys. his sons life is in jeopardy but Ok christopher shitlan do whatever the fuck you want, i guess
5. every time i heard them say “our civilization is collapsing” or “they say the peoples from the sea are attacking” or “our age of bronze is ending” not only did i feel my soul die a little more inside but i also kept thinking “man, this sounds a lot like the white supremacist belief in ‘western civilization’ just superimposed onto a falsified image of the late bronze age” and thats because It Is.
strange decisions:
1. boar scar apparently occurred when odysseus was an adult???
2. elliot page’s sinon gets one helluva backstory which i guess was kinda cool if you ignore elliot page getting brutally slaughtered in the first 30 seconds of the movie? not sure how to feel about that
3. travis scott kept showing up randomly which was like. fine i guess? genuinely im not sure what the difference between him & phemius was supposed to be. i didnt even see phemius. tbf i was taking notes this whole time so maybe i missed him? but travis scott shouldve just been phemius idfk why he wasnt
4. The Phaecians are just not there guys and i have no idea why. odysseus’ wanderings are being narrated to calypso?
5. the crew mutinies at scylla instead? odysseus tries to sail towards charybdis??? this was a bizarre sequence
6. no nestor or peisistratus. somehow telemachus sails to the 100% inland palace of menelaus. who needs a chariot when you’ve got a Boat i guess
7. half of my notes just say “what happened to show, don’t tell” because the amount of exposition made me want to slam my head into the wall
highlights:
1. anne hathaway and tom holland had a very good dynamic, i feel like they really captured some of the tension between penelope & telemachus, ie penelope running the house for 20 years and still assuming some of that authority vs. telemachus trying to grow up/assume control of the household/establish his own kleos. loved that dynamic tbh. one of the better parts of the telemachy sections
2. lupita nyong’o was great in the uh. 30 seconds she had on screen. im so serious helen was fucking robbed in this movie
3. himesh patel fucking carried every scene he was in on his Back
4. rare cicones appearance
maybe the real sea peoples was the troy we sacked along the way
it's kind of crazy climate change has occurred at such a remarkable pace that I and everyone else around my age can remember a completely different climate in our childhoods. I truly watched winter gradually disappear in my life.
"You're too young to remember this, but there used to be so many insects outside that you would have to clean them off the windshield after a long car ride" is the kind of sentence that would have been in a cheesy scifi short story earlier in my life, perhaps submitted to a literary magazine and accepted to show support for its environmentalist message - now it's something I've said in earnest.
Now that everyone is discussing Nolan's Odyssey movie, I feel like it's a good time to let non-Italians know that the production dumped plastic props into the Italian sea. Weirdly enough I could not find any article in English about it but it's a fucking problem nonetheless.
I might translate this article later today. This one was the most complete one, even in Italian news it's not talked about that much.
Non è la prima volta che la produzione solleva un vespaio in Sicilia. A Lipari una squadra di sub sarebbe però già impegnata a bonificare i
They dumped plastic skeletons in environmentally protected areas, against the literal contracts they had to sign to get the permits to film in environmentally protected areas. Like they not only did a bad ecological thing that freaked out some divers, they literally broke environmental protection laws and their contract with the Italian government
test weaving of penelope's tapestry on the chiusi skyphos:
reference:
there are some adjustments I need to make for tension, but I'd like to make the next version into a header band for a warp-weighted loom so I can try weaving the whole pot, including telemachus and penelope.
the proportions on the header band have improved, but I think I maybe should have doubled the weft threads for the warp.
also if anyone wants to knit the heddles for me, please be my guest. the last time I tied on heddles, I put the bar in the wrong place and had to redo the whole thing.
in true penelope fashion, I may need to unweave and start over, but at least now I've got the loom weights and heddles in place.
I started weaving the spear, penelope, and the right border via double-weave with the intent to leave the remaining warp threads unwoven (as they would be on penelope's loom on the pot), but predictably this is giving me tension problems. I either need to increase the loom weights or just weave the black layer and leave the orange warp threads unwoven, and then switch colors once I get to the heddle bars in the drawing, with the black warp threads floating on top. (I guess weft-faced tapestry would be a third option, if I add a ton more tension.)
either way, this is going to take me the full three years of penelope's stratagem, or perhaps the entire twenty years of odysseus's absence, primarily because clearing the sheds takes a monumental effort each time with this double-weave setup (which I'm not even sure is how it's supposed to be done, I kind of set it up based on vibes and what I thought made sense from floor loom setups).
zendaya wearing real 3000-year old ancient iranian earrings with no known track of provenance to the odyssey premiere. nasty work. even worse than the kim kardashian marilyn dress to me. they could have promoted modern greek jewelry designers but chose to do this instead. very tacky at best. especially in this geopolitical climate
I looooove fanworks that explore percy's anger + capacity for destruction + inability to fit in due to his nature as a son of poseidon, and I also really like this journal article from 1943 called The Son of Neptune that discusses the topic as it appears in the myths and in history, so I screenshotted some good tidbits :) I love exploiting academia for self-indulgent fandom purposes yippeeeeeeeeeeeee!!!
Hi, my name is James Webbony Dark'ness Dementia Raven Space Telescope and I am a telescope in space (that's how I got my name) and I have a five-layer aluminum-coated Kapton sunshield protecting my instruments and gold-coated hexagonal primary mirror segments like limpid tears and a lot of people tell me I look like Lady Gaga (AN: if you don't know who she is, get the hell out of here!). I'm not related to the Hubble Space Telescope, but I wish I was because he's a major fucking hottie. I'm an infrared telescope but I am much larger than Spitzer. I have 18 primary mirror segments. I also study exoplanets, and I go to a telescope school in L2 where I'm in orbit (I was launched in 2021). I can see distant galaxies (in case you couldn't tell) and I wear mostly gold. I love space, and I take all my photos there. For example, today I was taking a photo of the Cartwheel Galaxy, which is about 500 million light years away. I was using my NIRcam, NIRspec, MIRI, and FGS-NIRISS. I was walking outside L2. It was around 1 million miles away from Earth and there was no sun, which I was very happy about. A lot of preps stared at me. I unfolded my primary mirrors at them.
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