話す錠

Gen 1 pranksters 👻💜

Original under the cut

here's mickey, goofy, donald, and chip & dale. yeah they turned mickey & friends into anime boys. they're an idol unit or something. they're technically not anime boy versions of the source characters, they have different names. mickey's guy is "Neo Michel". not michael, michel, like he's french. chip & dale are "Ruska Moncrief" and "Ranka Monk", they have different last names, they're not brothers anymore so that they can be yaoibait instead, anyways this post isn't actually about these guys I'm just setting the stage for the actual humanizations I wanted to show you

They also did monsters inc. And. Well it's obvious from the designs who mike and sully are. but you will also notice. the blonde one on the left. with glasses. monsters inc is kind of famously about just the two guys so they didn't really have a lot of other non-villain characters to take anime boys inspiration from, I guess, so, well,

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"

HELLO you are asking questions that literature and poetry THROUGHOUT the middle ages has asked, and it is from this questioning that we derive things like the Codes of Chivalry (which is not "how to treat a noble lady really nice" but is actually "how to be an ethical person when you're rich and you own a horse" and includes such things as "don't run people over with your horse")

In fact I daresay you already know instinctively just from cultural osmosis what a good boss -- a good liege lord -- is and does based on the tropes that have survived to the current day and the kinds of things that get Hugely Praised in things like legends of King Arthur.

A good boss (liege lord) is:

Merciful. He is not having his peasants killed for things like poaching rabbits during a famine. In fact, he is working to mitigate famine. During times of individual hardship, he might negotiate with a peasant for a payment plan on their annual rent.

Patient. He is not impulsive, he does not lose his temper.

Prudent. He makes choices that are thoughtful, considered, conservative (in the sense of not needlessly risky--he's not investing his entire fortune in having everyone plant an unproven crop). He is making sure local infrastructure like roads and public buildings are maintained and kept in good nick.

Gentle. He doesn't haul off and slap a servant or a tenant for breaking a dish or making a mistake. He doesn't abuse animals, his wife or children, or his employees. He doesn't rape the servants.

Generous (both in money and in spirit). He is not extorting the peasants for an amount of rent that is beyond their means, he is not raising taxes every year to cover his own lavish lifestyle. He is paying his servants a living wage (or, if wages are low, he's giving them room/board/clothing to make up the difference). If someone in a tenant's family dies, the lord is sending a gift of condolence, or helping to pay for the funeral, or possibly even ATTENDING the funeral and speaking a few kind words about the deceased, ESPECIALLY if they were a really upstanding and important member of the community. If one of his tenants is gravely sick, the lord is sending a basket of food or paying for a doctor. He is giving charitably (generally this will be, like, a bequest to the church so that they can run a hospital or an orphanage or a school for the local village children).

Pious. This classically means "goes to church, submits with humility to God" but to me this quality is subtextually standing in for "maintaining an ongoing sense of Perspective that HE'S not god, that there are higher powers he is Accountable to, that he too can be Judged, etc, so that he doesn't end up going on a weird fucked up power trip"

Humble. One of the most admiring things you hear about a lord doing in literature and epic poetry is, "He ate off of wooden plates while his followers ate off of gold and silver." Humility isn't about being meek, it's just about not thinking so much of yourself that you turn your nose up and sneer at what "lesser" people do. In other words: Don't be a fucking diva. If your carriage gets stuck in the mud, climb out and help everybody else push, you're not gonna die from getting mud on your shoes.

Condescending. This word has changed wildly in meaning/tone over the last couple centuries -- it's now a rude thing to do (because we've done away with legal social hierarchies, so someone acting like they're lowering themselves to your level IS insulting), but in older times, a high-ranking person "condescending" to a servant was worthy of praise and admiration: it means they were setting aside rank and privilege to speak to them with the easygoing, friendly respect and compassion they'd give a peer. This is things like... Treats those beneath him with courtesy and respect (ie: listens soberly and attentively when one of his servants or tenants comes to complain about a problem). Having a sense of humor and kindness about it when the lord and a servant both come around a corner at the same time and run into each other and the servant gets knocked to the ground and starts babbling apologies--the condescending (positive) lord helps them to their feet with his own hands and cracks a joke to show them that it's ok (as opposed to just walking off without a word or insulting/scolding them). This is also things like trusting a farmer, woodcutter, or artisan to speak with expertise about their own livelihood and taking their advice into consideration if they tell the lord that one of his ideas won't work.

Good boundaries. The ethical liege lord knows that it's normal for the staff to probably be softly bitching about him in private (even with a really good boss, we all grumble from time to time). He's not eavesdropping on them, he's not going into the staff areas where they should reasonably expect to have a degree of privacy, etc.

Righteous and protective of "the weak". The "weak" here doesn't necessarily mean physically weak, this is often used in the sense of someone politically or socially weak, aka The Marginalized -- the poor, the disabled, women, children, the elderly, etc. If a lord sees someone like this being mistreated or abused, he's supposed to step in and put a stop to that.

Committed to reciprocity. In a highly hierarchical system like feudalism, every person (from the lowest peasant all the way up to the crown prince) legally OWES their liege lord certain things (taxes, labor, service, loyalty, etc). A good liege remembers and takes very seriously the idea that this should be a balanced and reciprocal relationship -- in other words, he owes something BACK. Feudalism is modeled very strongly on the family system: If children owe their parents obedience and service, then parents owe their children care and protection. This still applies when the "child" is a farmer and the "parent" is a local baron. Or when the "child" is a duke and the "parent" is the king.

Basically, we get so caught up in the aesthetics of nobility that we forget that it literally is a managerial position that comes with responsibilities that were... very similar back in the day to the same ones we have now. Humans have not changed all that much. At the end of the day, a really good boss in the 1400s versus in one from the 2020s displays most of the same qualities of personality, even if the details of execution are different.

The next question is, of course, "well, but this theoretical liege lord is HIGHLY idealized -- how often did that actually HAPPEN? Wasn't it more likely that everyone was exploited all the time?" and to that I say: Well, maybe. But again, I don't think humans have changed all that much. Just like the bosses of today, there's a SPECTRUM: A really really good boss is rare and precious and one that you tell stories about for years after you've left that job, but a truly, genuinely, homicidally nightmarish boss is also pretty rare. Most bosses are sort of meh -- they have their good moments, they have their shitty moments, but they're tolerable and you can get along with them well enough to do your job, and then you roll your eyes at them behind their back. Generally, humans don't take outright exploitation lying down. Being a bad boss in the historical period is how you get peasant uprisings and revolts, and you know that to be true because your parents raised you with that knowledge, so unless you are very stupid or inbred or an egomaniac, there is literal personal incentive to at minimum be a Tolerable liege lord. And that means hitting at least SOME of the above bullet points.

TL;DR: In the words of Honore de Balzac, "Everything I have just told you can be summarized by an old word: noblesse oblige!"