During the 2008 recession, my aunt lost her job. Her, her partner, and my three cousins moved across the country to stay with us while they got back on their feet. My house turned from a family of four to a family of nine overnight, complete with three dogs and five cats between us.
It took a few years for them to get a place of their own, but after a few rentals and apartments, they now own a split level ranch in a town nearby. I’ve lost track of how many coworkers and friends have stayed with them when they were in a tight spot. A mother and son getting out of an abusive relationship, a divorcee trying to stay local for his kids while they work out a custody agreement, you name it. My aunt and uncle knew first hand what that kindness meant, and always find space for someone who needed it, the way my parents had for them.
That same aunt and uncle visited me in [redacted] city last year. They are prolific drinkers, so we spent most of the day bar hopping. As we wandered the city, any time we passed a homeless person, my uncle would pull out a fresh cigarette and ask them if they had a light. Regardless of if they had a lighter on hand or not, he offered them a few bucks in exchange, which he explained to me after was because he felt it would be easier for them to accept in exchange for a service, no matter how small.
I work for a company that produces a lot of fabric waste. Every few weeks, I bring two big black trash bags full of discarded material over to a woman who works down the hall. She distributes them to local churches, quilting clubs, and teachers who can use them for crafts. She’s currently in the process of working with our building to set up a recycling program for the smaller pieces of fabric that are harder to find use for.
One of my best friends gives monthly donations to four or five local organizations. She’s fortunate enough to have a tech job that gives her a good salary, and she knows that a recurring donation is more valuable to a non-profit because they can rely on that money month after month, and can plan ways to stretch that dollar for maximum impact. One of those organizations is a native plant trust, and once she’s out of her apartment complex and in a home with a yard, she has plans to convert it into a haven of local flora.
My partner works for a company that is working to help regulate crypto and hold the current bad actors in the space accountable for their actions. We unfortunately live in a time where technology develops far too fast for bureaucracy to keep up with, but just because people use a technology for ill gain doesn’t mean the technology itself is bad. The blockchain is something that she finds fascinating and powerful, and she is using her degree and her expertise to turn it into a tool for good.
I knew someone who always had a bag of treats in their purse, on the odd chance they came across a stray cat or dog, they had something to offer them.
I follow artists who post about every local election they know of, because they know their platform gives them more reach than the average person, and that they can leverage that platform to encourage people to vote in elections that get less attention, but in many ways have more impact on the direction our country is going to go.
All of this to say, there’s more than one way to do good in the world. Social media leads us to believe that the loudest, the most vocal, the most prolific poster is the most virtuous, but they are only a piece of the puzzle. (And if virtue for virtues sake is your end goal, you’ve already lost, but that’s a different post). Community is built of people leveraging their privileges to help those without them. We need people doing all of those things and more, because no individual can or should do all of it. You would be stretched too thin, your efforts valiant, but less effective in your ambition.
None of this is to encourage inaction. Identify your unique strengths, skills, and privileges, and put them to use. Determine what causes are important to you, and commit to doing what you can to help them. Collective action is how change is made, but don’t forget that we need diversity in actions taken.
My @ffgentszine package arrived and I swear I can't stop sniffing the book. More of the pictures of the zine will come later since I'm hesitant to crack the spine on my new baby.
i can’t stop thinking about the time my roommate and i asked our insanely ripped neighbor brian who wore flip flops year round and sunglasses on the back of his head for help with carrying a solid wood dresser up to our apartment. he wanted to get his son who was home from college to come help too so he takes out his phone and goes, “siri, call christian christianson” and turns speaker phone on while we stand there sort of stunned by the name and after a few rings cc answers, “what the hell do you want” and brian just hangs up without responding and is all, “kids, am i right” then carries the dresser up four flights of stairs pretty much by himself. we offered him a six pack of rainier as thanks which he immediately opened in our kitchen and downed 2/6 beers in 10 mins while telling us about his 1989 dodge ram 1500 he was trying to get his son to restore with him to no avail. really nice guy. we never saw his son before he went back to school but any time i ask my roommate for help with lifting stuff or reaching something he says, “siri, call christian christianson” and we reminisce about brian and his truck.
Just feeling like the luckiest soul at the moment. That thing that haunted me as a child brought me community and wholeness as an adult. I’ll forever be grateful for my queerness.
they should make a second car horn where instead of honking it says "i love you my beautifil friend the light is green please go" and a third car horn that says "hi grandma" for when you see your grandma while youre driving
They are limestone formations off the coast off the south coast of Australia. Being limestone, they are slowly being worn away and crumbling into the sea.
Ooooh, we have a bunch of really fancy pedestrian traffic lights in Germany! I need to share:
Starting off with the difference between formerly Eastern German traffic lights (upper images) and formerly Western German traffic lights (lower images):
The city of Erfurt had some additions, like an umbrella or a heart:
Same sex love in Marburg (upper image) and Frankfurt (lower image):
Traffic light lady in Bremen:
Karl Marx light in Trier:
Face of Friedrich Engels in Wuppertal:
Elvis in Friedberg (Hessen):
A sparrow (for the Golden Sparrow film awards) in Gera:
Winemaker in Bad Dürkenheim:
Mainzelmännchen (mascot of the public broadcasting service ZDF) in Mainz:
"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.
