galacticism

“Many of the most significant upheavals in recent American political history — from the George Floyd riots to the rise of Antifa to the explosion of pro-terrorist activism on American college campuses — can be linked, in some way, shape, or form, to Cuban influence,” the report says.

As for who these supposed agents of Cuban influence are, the report is remarkably explicit. It names people like Ben Cohen (of Ben & Jerry’s ice cream fame), Mayors Zohran Mamdani and Karen Bass, media figures like Amy Goodman and Hasan Piker, and organizations like the Democratic Socialists of America and the Amazon Labor Union.

The implication is clear: Secretary of State Marco Rubio thinks there should be a modern-day blacklist of the political left in America. In fact, the report explicitly mentions the “blacklists, McCarthy-era investigations and prosecutions” of the 1950s and their effectiveness at dismembering the Communist Party USA.

you've seen the jokes. india is "dirty", indians are "everywhere", why don't they fix their own country. ok. let me tell you why, and what's happening right now while nobody's watching.

first, the history you skipped: britain ruled india for two centuries and drained it. economist utsa patnaik's research estimates around $45 trillion in today's money was taken. the india that got independence in 1947 was one of the poorest countries on earth. every "why is india like this" question starts there. you don't get to profit off a robbery and then mock the crime scene.

now, what's happening RIGHT NOW:

in may the question paper for NEET leaked. that's the national medical entrance exam. over 2.2 million students took it. cancelled. years of studying, families' savings poured into coaching, gone overnight because someone sold the paper. students died by suicide after. these were kids who wanted to be doctors.

and out of that came a protest movement. a gen z group called the cockroach janta party, started by a 30 year old named abhijeet dipke, got 22 million instagram followers within DAYS. they've been doing a sit-in at jantar mantar in delhi demanding education minister dharmendra pradhan resign.

and then there's sonam wangchuk. if you've watched 3 idiots, he's the real engineer the character was based on. built solar schools in ladakh. invented ice stupas so himalayan villages have water. spent his whole life on education. he's 59 and he's been on hunger strike for 17+ days now. reporters went to see him this week and he was too weak to talk. and the troll armies are calling him "anti national" and "foreign funded". a man starving himself for other people's children. that's the thing here, anyone who asks a question is suddenly a traitor.

it's not one incident, it's everywhere you look:

• infrastructure worth thousands of crores failing within months of the ribbon cutting. tunnels collapsing in regions where heavy rain is a guarantee, not a surprise.

• youth unemployment near 10% for ages 15 to 29, 13.6% in cities. in a country of 1.42 billion where more than half the population is young.

• only about the top 3% of indians earn above 10 lakh a year. meanwhile billionaire wealth keeps ballooning and the headlines celebrate it.

• manipur burned for over two years. an ethnic conflict, tens of thousands displaced, and the prime minister barely said the word manipur while it happened.

• journalists raided. critics' houses bulldozed. activists sitting in jail for years without trial under laws like UAPA. our press freedom ranking has cratered.

• even the petrol is a fight now, ethanol blending pushed through while drivers complain about their engines and get no straight answers.

and through all of it, the PM, who came to power on religious polarisation (americans, sound familiar?), travels abroad for photo ops and has not held one single open press conference in over a decade. not one.

what i'm asking:

if you're not indian: share this. our media mostly won't cover any of it because the big outlets are owned by the same billionaires the government serves. the only reason wangchuk's fast is getting any coverage is people refusing to look away.

if you ARE indian: speak up even if you're comfortable. especially if you're comfortable. join the protests. add to this, correct me, translate it. staying quiet is a choice when nothing in this post touches your life.

india is not "dirty". india was robbed, and it's being robbed again, from the inside this time. but it's also the country where a 59 year old will starve for strangers' kids and 22 million young people will rally behind a party literally named after cockroaches, because cockroaches survive everything.

we can still save her. but only loudly.

Supporters of India's youth-led Cockroach movement said Tuesday they will continue their protest in New Delhi, refusing to leave their sit-in site a day after police used tear gas and batons to disperse thousands of them as they tried to march toward Parliament. Hundreds of protesters camped at Jantar Mantar, a designated protest site, under heavy police presence, saying they would stay until Education Minister Dharmendra Pradhan resigns over alleged failures in India's examination system. "We are going to continue our protest," said Abhijeet Dipke, founder of the Cockroach Janta Party, which emerged just two months ago. The movement, drawing students, professionals and families, marks a rare public challenge to Prime Minister Narendra Modi 's government in its third term, reviving criticism over its handling of dissent and its use of force to respond to protests. [...] Sona Bisht, a 20-year-old student who was part of the protest, said the confrontation strengthened her resolve. "If the government thinks that doing this with Gen Z, they can stop us, then that won't happen. We are here talking about education, talking about securing our future. And till the time our demands are not met, we will not move from here," she said.

"Definitions developed thus far about youth, like the Gen Z narrative, have largely been linked to roles attributed by the dominant system. The rulers have invented a whole range of terms — rebellious, irresponsible, apolitical, extremist, consumerist — not to understand youth, but to neutralize it. They know as well as we do that whoever wins over the youth wins over society. [...] Thus the question is not whether youth is powerful, but in whose interest this power is directed. Today’s uprisings — such as those in Nepal, Bangladesh, Madagascar, Indonesia, Kenya, Morocco, and beyond — demonstrate that youth continues to emerge as a decisive actor. Young women like Deniz Ciya have proven this with their lives. These uprisings are not expressions of generational temperament. These „Gen Z uprisings“ are expressions of a social force confronting structural crisis inherent in the current system. [...] Recent youth uprisings — whether in the form of environmental justice protests, labor movements, or uprisings against authoritarian governments — are proof that youth worldwide are not only responding to a set of circumstances; they are consciously and collectively rejecting the narratives that seek to define them. Thus, it is crucial to analyze what transpired, and draw lessons from these uprisings, particularly in the context of building a global youth democratic confederalism. For the power of youth movements is interconnected, despite being geographically distant." — "Beyond "Gen Z": Defending Revolutionary Youth Spirit" by Lêgerîn

$225,000/2 br/1 br/2000 sq ft

Kingman, AZ

A Formosan white-headed flying squirrel (Petaurista alborufus lena) in Taiwan

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"