Ripper Street Tho[ugh]ts

Ervand Abrahamian gives some of the best perspectives without repeating either Western propaganda or Shia nationalism (he’s an Iranian-Armenian socialist). He has a lot of work about many different subjects related to the Iranian Revolution and Iranian history. The best overview from him is A History of Modern Iran.

A History of Iran + Revolutionary Iran by Michael Axelworthy are good overviews from a sympathetic perspective, but as an outsider I think he has less insight into the ethnic politics internal to the Revolution.

Ali Shariati and the Notion of Tawhid by Elisheva Machlis talks about the importance of Shariati’s thinking about Islam to the more radical edges of the Revolution. I also just recommend reading Shariati directly alongside the other major intellectual of the Revolution, Jalal Al-e-Ahmad. You should be able to find (admittedly kind of shitty) PDFs or transcriptions of their work in English online.

Political Islam, Iran, and the Enlightenment by Ali Mirsepassi talks about the influence of Martin Heidegger and the European Conservative Revolution on the Iranian Revolution’s decolonial critique of the West. I think this book also introduces you to the thought of Ahmad Fardid enough to get what he was doing without having to read a whole biography exclusively about him.

The Mantle of the Prophet by Roy Mottahedeh is from pretty soon after the Revolution and has a lot of information from eyewitnesses that he had talked to in the years after. He has some coverage of the autonomous forms of politics that cropped up during the Revolution and which were later repressed by the Islamic Republic as it purged communists and other socialists.

the city of los angeles

the city of new york

sex

how drinking alcohol works

how getting high works

how a child of any age speaks

how nuclear physics work

how [my job] works

how debilitating being shot in the shoulder is

how hypothermia works

things I have never before seen someone fake their way through writing about, until today:

SHRIMP COCKTAIL:

banahbanah: #flashback to that one fic where Peter Parker frets about drinking shrimp cocktail because of the alcohol

generaldeliciousness: adding: what a prawn/shrimp cocktail is

#why is your character turning it down because they're under 21 #do you think prawn cocktail is a cocktail #this lives in my brain rent-free constantly #the rest of the fic was so normal #and good enough that i'll still re-read it #but bro

And then many, MANY, people wondering if this was actually authour mistake, since Peter really would do this!

POMEGRANATES:

zhajhassa: #haha where's that post that was like someone describing someone eating a pomegranate but they ate it like an apple

thornhands: #once someone wrote persephone biting into a whole Pomegranate #had to stop and stare at a wall for a minute

sungsingsanguine: I once saw someone very confidently write about a character eating slices of pomegranate.

FRUIT TREES:

zagreuses-toast: #given a very endearing glimpse into a writers blindspots by seeing them describe someone sitting under a ''pineapple tree''

salatrash: I remember something about picking watermelons... OF A FUCKING TREE

baander: #cranberry trees

DOUGH/BATTER:

maycelium: #I'm a chef so I'm really used to people not accurately describing how to cook food #But I was surprisingly flabbergasted when someone was writing making a cake and was kneading it. Which uh #Not necessary for cake. It was interesting for sure but just bizarre

livebloggingmydescentintomadness: #the one that drove me nuts was when a character set aside a batch of PASTA DOUGH 'to rise' #pasta doesn't have yeast!! #it does need to REST but it will never RISE #you do not want an airy crumb on your noodles

lovesodeepandwideandwell: #THE ONE WHERE THEY MADE COOKIES BY LADLING BATTER INTO A TRAY

Some other topics:

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"

From ancient to abstract, this one sure got around.

So stoked to share the official trailer for the Avatar Aang movie, now releasing JULY 25th on Paramount+!!

tweet

May I present to you, nationalclothing.org?

Link to British Library Flickr

Link to Album View (shown above)

Selected Links by Subject:

From Open Culture:

We have released over a million images onto Flickr Commons for anyone to use, remix and repurpose. These images were taken from the pages of 17th, 18th and 19th century books digitised by Microsoft who then generously gifted the scanned images to us, allowing us to release them back into the Public Domain. The images themselves cover a startling mix of subjects: There are maps, geological diagrams, beautiful illustrations, comical satire, illuminated and decorative letters, colourful illustrations, landscapes, wall-paintings and so much more that even we are not aware of.

Ageless Linux intends to force the issue before the California state supreme court, then ultimately (probably) the Supreme Court of the United States (SCOTUS). It's a stupid, dangerous law, voted into place by legislators who either don't understand the core issue OR knowingly voted for it because they're assholes.

California is an influential state in the US. Many laws & regulations passed there eventually trickle out to most states. That's why it's worrisome to see this kind of thing rammed through, and why it's important to fight it.

Next, "die" does mean "day," though nominative singular is "dies," i.e. "dies irae." It could be conjugated "die" if it was in ablative or locative case, but "die ad die" would mean something more like "day to day." "Ad" is in a "to" direction and "ab" is from, i.e. "ab urbis," and ablative case is used to indicate the movement of a thing. In short, "by" is not really a way to translate "ad"; we might want "per" here? (Through, by means of, etc.)

apparently, cats' kidneys tend to be the thing that takes them down, something about their bodies being unable to self-clean their kidneys, and the vaccine is supposed revitalize the body's ability to do just that. It would be very VERY fucking cool to have cats suddenly reaching 30 years of age be the normal thing.

dude cracked the case about WHY kidneys fail, across the board as far as i can tell. turns out there's a specific molecule whose job it is to attach to waste and signal macrophages to come eat it. it remains inactive in cats for some reason, but the molecule is still there. basically what he's done is found the switch to activate them. this will be profound not only for our domestic babies, but for big cats too - especially cheetahs!

although his research was focused on cats, it's already being used to develop drugs for humans too!

on top of that, since these molecules are tags for waste, this could also dramatically lower the rate of fatty liver disease, liver cancer, urinary crystals, rheumatoid arthritis, and even some neurological cases! like, they're hoping it may have an impact on parkinson's and alzheimers, but it DOES have an impact on stroke recovery. like. holy shit.

furthermore, he's insisting that the feline drug be affordable if and when it rolls out onto the market. he wants this to be something anyone can get for their cat!! idk how much sway he'll have over the human drug, but hopefully enough that it, too, won't be that expensive.

annnnnd in his research that he's still doing for the human side of things, he's found a potential link between this molecule and estrogen. in the 20,000 samples he's tested, women between ages 10 and 29 had the highest amount of this molecule present in their blood (a higher amount means Something Fucky is going on, essentially. There's a higher amount of waste the body is trying to clean out) but it drops down to be almost equal amongst men and women after menopause. it hasn't been looked into yet, but fuck, just the fact it's noted and known and probably WILL be looked into soon??? imagine if this is what leads to figuring out all the various ways the ovaries and uterus fucks with people and how to fix it. or even like, maybe there's something about estrogen that makes it work better. who knows! but it's rad the link is there to be researched :D

As for the study itself, the 360 day follow up on stage 3 kidney failure kitties showed that the control had a survival rate of about 20%, while the test group had a survival rate of 80%

choose a country, pick a decade, and GO!!

you’ll get an endless streaming of songs (ad free!).

And it's that thing where you mentally place yourself as the second, auxiliary party to someone else that you consider to be "In Charge" of whatever space or occupation or responsibility you are assigned to

And when you are IN that mindset, it *feels* like you're being responsible. It *feels* like you're being respectful, and helpful, and contributing to the load.

But what you don't SEE- because it *feels* like deference- is that the other person who you're seeing as The Authority you report to- by being assigned that role, has also been assigned the invisible load of BEING YOUR MANAGER.

This is by FAR most commonly seen in husband-and-wife relationships, where the man says, "just tell me what I can do to HELP- you don't have to do it all by yourself, but it's like you won't even tell me when you NEED help. You just do everything and then get mad at me for not doing it first. I can help clean. I can help with the kids. I can help"

But I also see it- and am guilty myself of doing it- at work, at school, in public- that mental, "this is THEIR space, and i will be respectful and helpful to THEM"- without realizing that subservience in this manner isn't actually a good thing. That it actually shifts the burden of responsibility to the other person. That aspect was totally invisible to me.

I didn't understand that when I was told, "if you see something that needs to be done, just DO it", or, "take the initiative", what they ACTUALLY meant was, "I am not above you", or "you have equal say in what kind of environment you want to live or work in", or "I do not want full control over what happens here, I do not want to order you around, I do not want to be in charge, what I WANT is to co-command WITH you"

Being in The Assigned Authority position NOW, that is all so much clearer.

I am the senior member of my team at work, and now, every time I train a newbie, every time I finish catching them up to speed and giving them a list of everything that needs to be done, my next big hurdle seems to always be, "now take pride in the space when I'm not around". "Now don't assume I'll tell you when something is due or what orders to plan things in".

Now, having been on both sides of the struggle, I can appreciate the sticking points here

TO THE PERSON "IN CHARGE": The person deferring to you doesn't understand the invisible labor you're doing. They genuinely believe you know more, you WANT more, you see things they don't, and that they are being respectful and good by staying out of your way and waiting on your orders. THAT is the bit that's not clicking.

TO THE PERSON "WANTING TO HELP": "Help" implies that you are providing assistance to a problem that belongs to somebody else. Stop thinking like that. Understand that the problem belongs to BOTH of you equally, and consider what kind of shared space you BOTH want. What is your SHARED GOAL? Not THEIR goal, but a goal that belongs to you too. Own your space.

This is not a Commander-Lieutenant problem. This is a Partnership problem.