That indie game no one else has played. That show from the 1980s that isn't big in the pop culture osmosis. Your deep dive into Tudor history. A liveblog of your experience learning C++. Your welding skills. Post all of it. This is your house
They actually make physical media for a much larger percentage of movies than they ever did in the past. Often with a lot more care than any small release was treated in the early dvd days. Its just if you only watch streaming stuff or the big new recent box office hits you won't see that. It is so ridiculously easy to get physical media for movies that even 5 years ago you couldn't even find. Like yes Netflix is a stingy bastard but so many things are available on disc WITH special features than ever before
at some point in your life you will be boiling fruit, water, sugar, and lemon juice in a pot to make a syrup or jam. the instructions will tell you to simmer for a certain amt of time. your timer will go off and you will look at the pot and go, "hm, this doesn't look thick enough. maybe i'll let it go for another 10 minutes." this is the devil speaking. it's only so liquid right now because it is at boiling point. it will thicken when it cools down. learn from the follies of my youth and do not let this happen to you
at some point in your life you will be making a sauce or a stew in which you need to add cornstarch to thicken it. and you will prepare a slurry of starch in cold water and think "this looks like way too little starch to thicken this amount of liquid." this is the devil speaking. cornstarch instantly polymerizes at 95Ā°C and if you add too much it will turn into an impossibly thick goop.
at some point in your life you will be making some sort of cream based dessert that requires gelatin to thicken it. and you will soak some gelatin sheets in water and think "this is too few gelatin sheets for this amount of cream." this is the devil speaking. it will thicken in the fridge and if you add too much you will end up with milk jelly
at some point in your life you will be baking cookies. you will take the sheet out after twelve minutes as the recipe instructs and the cookies will still be glistening and soft. "these don't seem cooked enough," you will think to yourself, "i should place them back into the oven until their edges are nice and golden." this is the devil talking. this is how you get dry, overdone cookies. the cookies will continue to bake on the warm sheet for several more minutes and then harden up after sitting on a rack for a while. trust the process. trust the process.
at some point in your life you will be adding a small pasta to a soup and you will think "that is not enough small pasta." this is the devil talking. the pasta will absorb the stock and expand. this is how you end up with a soup that is a solid mass of soggy ditalini.
At some point in your life you will be adding garlic to a dish and you will think "that is not enough garlic." These are angels speaking. They are correct. Add more garlic.
"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 āintimidated by anything over 10 pages and seem to walk away from readings of as little as 20 pages with no real understanding.ā Crucially, he added that this is ānot a matter of laziness on the part of the studentsā but of underlying skills they were never given a chance to build.
The Chronicle of Higher Educationās 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 āmeet your students where they areā for so long that she has begun to feel ālike a cruise director organizing games of shuffleboard.ā
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 assessmentās own language, they likely ācannot draw general conclusions based on concepts presented explicitly in a text.ā 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 Austinās McCombs School of Business showed that the mere presence of a participantās smartphone ā whether that be face down, powered off, untouched, or across the desk out of vision ā 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 Japanās 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 ākept losing trackā 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 āYour Brain on ChatGPT.ā They divided 54 participants into three groups writing SAT-style essays ā one using ChatGPT, the second group using a search engine, the last group using nothing ā 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 āconsistently underperformed at neural, linguistic, and behavioral levels.ā 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 ācognitive debtā for the lingering deficit.
This is the first neurophysiological evidence that early reliance on LLMs measurably alters the brainās 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 studentās mind through resistance in order to make it stronger. Offloading the struggle to a chatbot does not āfree students up for higher-order work.ā 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 Kā12 schooling. Whatever the standardsā original intent, the on-the-ground implementation in many districts replaced sustained reading with the practice of pulling āevidenceā 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 āfinding the main ideaā 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 āsevere or very severe.ā
In July 2025, the journalist Mary Harrington argued in The New York Times that āthinking is becoming a luxury good.ā 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 ādeep workā 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 sourceās claim from my own analysis. I make structured peer review explicit, because the workshop format I used to take for granted now collapses into āthis is goodā and āmaybe add more detailsā 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.
Iām afraid I donāt 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? Kā12 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 āstudents will adapt.ā 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 studentsā sentences before theyāve 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."
ā Tyler Jagt, 1 June 2026, "My Students Canāt Read"
The generational collapse in literacy is measurable, persistent, and likely to get worse.
It was a huge milestone of scientific and technological advancement. (Plus, at the time, politically significant). Humanity went to space! We set foot on a celestial body that was not earth for the first time in human history! Thatās a big deal! Iāve never thought about it before but now that I have, itās ridiculous to me that thatās not part of our everyday lives and the public consciousness anymore. Why donāt we have a public holiday and a family barbecue about it. Why have I never seen the original broadcast of the moon landing? It should be all over the news every year!
Itās July 20th. Thatās the day of the moon landing. Next year is going to be the 54th anniversary. Iām ordering astronaut shaped cookie cutters on Etsy and Iām going to have a goddamn potluck. Youāre all invited.
PITCH: We call it Moon Day, and then every 7 years when it falls on a Monday, that's an even BIGGER deal and we call that Moon Day Monday and go absolutely apeshit about it (the next Moon Day Monday is in 2026 so we have a couple trial runs first)
Y'all for real please do these. Even if you're certain your posture doesn't suck. One day you will wake up with impinged shoulder pain like I did and let me tell you it fucking HURTS. Do these exercises even just once a week and it will make such a difference. Especially my fellow creatives out there, stop shrimping over your work and go do these right now. RIGHT NOW.
Also, if youāre even a little concerned about getting a hump or having trouble standing fully upright in your old age, this is how you prevent that. If you want to be up and about when youāre old you have to start when youāre younger. And keep in mind there is no bad time to start and itās never too late. Starting today is way better than never starting at all.
Pleased to report that after a day of this i am not longer craving caper brine and my mouth is not dry as usual. There's some good suggestions in the notes too that I want to try.
-ancient roman posca: water, red or white wine vinegar, honey, salt, herbs (coriander, mint, thyme)
-switchel: water, ginger, vinegar, sweetener, lemon, salt
reminder that adhd medication isnāt a luxury or preference, but a lifesaving medication. a 10 year long study in the usa showed that, when properly medicated, the rate of car crashes people with adhd get into goes down significantlyāmenās rate drops by 38%, and womenās by 42%. the med shortage, denial of meds by doctors, rising prices, and war on drugs has killedāwith such a car dependent society, not driving frequently isnāt an option, which means we need better healthcare and need it now.
https://shorturl.at/8VD8B
edit because i forgot to explain: short link is to an article by the washington post, it should be free to read
Iām pretty sure thereās also been a study that unmedicated ADHD increases the risk of developing dementia in old age. Iāll get back to yall when I find the study
@icy-moons thank you for this incredibly important addition!!! People with adhd are almost 3 times as likely to get dementia, and the way to prevent that is stimulant medicationāmore people need to know this
ADD-certified therapist here. These claims are ALL TRUE. I donāt have the link to hand but properly medicating ADHD also reduces anxiety and depression rates and Iāve seen it improve eating and sleep over the long haul, and improve aggression in young children.
#i mean. bro #i hate to break this to you but #you are in fact good at the small amount of piano ur playing #it is not fake
Dude taught himself to compose and calls it fake
āJust string it together in any order, the more random it is the more complex itāll sound" improvising music on the fly was one of Mozartās party tricks
Not saying this guy is Mozart but heās smart and clever and talented and way, way underappreciating himself
izzy806
discoholicmusic
turnnoffyourmind
pixelskylines
romaincrisis
gamechangershow
