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    <title>The End of Reading Is Here - The Atlantic</title>
    <dc:date>2026-07-09T05:52:51+00:00</dc:date>
    <link>https://www.theatlantic.com/magazine/2026/08/reading-crisis-postliterate-age/687618/</link>
    <dc:creator>robertogreco</dc:creator><description><![CDATA["Optimists once believed that universal literacy was inevitable. Now it seems that the age of reading might be a short anomaly in human history."]]></description>
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    <title>The life-changing magic of touching stuff | The Vergecast - YouTube</title>
    <dc:date>2026-07-08T02:03:07+00:00</dc:date>
    <link>https://www.youtube.com/watch?v=8WEgL5xCTak</link>
    <dc:creator>robertogreco</dc:creator><description><![CDATA["We have all become desensitized. Every place is like every other place, every experience is happening at a remove and on a screen. And Ian Bogost, a Washington University professor and a writer at The Atlantic, argues that this "dematerialization" is making our life worse. Ian joins David to explain how to once again commune with the world. He tells us of the magic of paper tickets, why he's kind of obsessed with the rubber on his water bottle, and why you don't need to throw phone into the ocean — but you should probably watch more ASMR videos.

0:00 Welcome and The Small Stuff
01:52 90 Seconds on the Verge
03:28 Tickets and Dematerialization
06:15 Gratification and Communing
10:18 Is the Smartphone to Blame
15:33 Beyond Friction Maxing
22:44 Digital Gratification and ASMR
24:59 Algorithms and Vicarious Delight
27:43 AI and Losing the Process
31:15 Happiness Versus Small Joys
33:07 The Ultimate Nerd Doorbell
35:33 Wrap Up"

[See also:

"The Small Stuff: How to Lead a More Gratifying Life" by Ian Bogost
https://www.simonandschuster.com/books/The-Small-Stuff/Ian-Bogost/9781668062630

"From popular The Atlantic columnist Ian Bogost, a lively reflection on how we’ve become disconnected from the physical world—and how to reclaim gratification in our day-to-day lives.

In an era dominated by convenience and efficiency, one would think that life would be simpler, easier, and most importantly, happier. After all, shouldn’t all the time saved with machines and technology leave us with more time for ourselves? The Atlantic columnist Ian Bogost thinks not. From digital tickets to automated faucets, he argues that the simple pleasures of daily life have been stripped away, replaced by sleek, but soulless, design.

Through engaging anecdotes and sharp analysis, Bogost uncovers how modern conveniences not only fail to deliver on their promises but also rob us of small, satisfying tasks and moments that keep us grounded and human. He challenges us to rethink our daily interactions with the material world and illuminates how the loss of these tangible interactions has contributed to widespread feelings of disconnection and dissatisfaction.

But all hope is not lost. Bogost guides us to identify and appreciate the overlooked joys hidden in everyday life. By reforming how we approach ordinary tasks, we can rediscover the gratification embedded in the tactile world around us.

Humorous, thought-provoking, and practical, The Small Stuff reveals that finding joy isn’t about achieving monumental happiness or prolonged satisfaction. It’s about doing small things, deliberately and with attention, to unlock the basic pleasures that flavor our daily lives."]]]></description>
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<item rdf:about="https://emergencemagazine.org/conversation/a-glorian-is-a-moment-of-grace/">
    <title>A Glorian Is a Moment of Grace – Terry Tempest Williams</title>
    <dc:date>2026-07-04T12:42:48+00:00</dc:date>
    <link>https://emergencemagazine.org/conversation/a-glorian-is-a-moment-of-grace/</link>
    <dc:creator>robertogreco</dc:creator><description><![CDATA["In this intimate conversation, Terry Tempest Williams shares the dream that set in motion her ongoing work of attending to “the Glorians”—moments of wonder, loss, and joy that fuse our attention with the mystery of Earth. Terry explores how visitations from the Glorians can help us engage with a spiritual life that recognizes wildness as the taproot of our consciousness."

[audio also here:
https://www.youtube.com/watch?v=XkINnRhNEcE ]]]></description>
<dc:subject>terrytempestwilliams wonder loss joy attention consciousness 2026 krishnamurti carljung marie-louisevonfranz josephcampbell sriaurobindo spirituality esalen nature environment alanwatts carloscastaneda élanvital dreams religion glorians awe kevino'leary climatechange earth nscottmomaday donaldtrump robertredford charleswilkinson ecology richardpowers thoreau ralphwaldoemerson robinwallkimmerer creativity christinakoch death dying grief mourning unknowing notknowing hiddenness elinixon shinran kenryokanamatsu</dc:subject>
<dc:source>https://pinboard.in/</dc:source>
<dc:identifier>https://pinboard.in/u:robertogreco/b:29394342f87a/</dc:identifier>
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<item rdf:about="https://www.youtube.com/watch?v=ljqTo7GC7HM">
    <title>Walking and the Art of Public Space: Alisa Oleva on Cities, Belonging &amp; Nuart Aberdeen - YouTube</title>
    <dc:date>2026-06-29T03:15:35+00:00</dc:date>
    <link>https://www.youtube.com/watch?v=ljqTo7GC7HM</link>
    <dc:creator>robertogreco</dc:creator><description><![CDATA["Walking can be much more than getting from A to B. In this interview from Nuart Aberdeen, walking artist Alisa Oleva talks about how she turns walks through the city into a form of art and a way of seeing places differently.

Alisa describes one-to-one walks with people who are new to a city, helping them explore ideas of home and belonging through everyday routes. She talks about blindfolded walks, long group walks that repeat the same path for hours, and workshops where people try simple exercises like walking differently, touching surfaces or noticing small details. She also explains how  she spends time “deep hanging out” in neighbourhoods. She connects her work to ideas from performance art, psychogeography and parkour. Especially the idea of “desire lines”, the paths people make when they don’t follow the official route.

Contents
00:00 – Walking as an art practice
01:50 – What it feels like on a walk
05:00 – Preparing a walk in a new city 
07:30 – Long-term projects, deep hanging out and working with strangers
10:20 – Simultaneous distant walks (Mariupol and beyond)
12:10 – Covid, virtual walks and “let me be your eyes”
14:30 – Migration, London and how the practice began
18:30 – Parkour, desire lines and small acts of disobedience in the city
21:20 – Performance, liveness and walking scores"

[via:

"Alisa Oleva the Walking Artist Inviting Us to View the City Differently • Inspiring City"
https://inspiringcity.com/2026/06/22/alisa-oleva-the-walking-artist-inviting-us-to-view-the-city-differently/ ]]]></description>
<dc:subject>alisaoleva walking 2026 london cities experience art walkingart urban wandering psychogeography situationist home belonging slow desirelines place attention movement noticing observation aberdeen scotland publicsace performance immersion familiarization learning howwelearn place-basedlearning everyday hangingout parkour notknowing strangers gettinglost time unknowing discovery exposure disoberdience walkingscores georgesperec geography resistance senses sensory walkshops</dc:subject>
<dc:source>https://pinboard.in/</dc:source>
<dc:identifier>https://pinboard.in/u:robertogreco/b:76ea0542a914/</dc:identifier>
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<item rdf:about="https://inspiringcity.com/2026/06/22/alisa-oleva-the-walking-artist-inviting-us-to-view-the-city-differently/">
    <title>Alisa Oleva the Walking Artist Inviting Us to View the City Differently • Inspiring City</title>
    <dc:date>2026-06-29T02:53:49+00:00</dc:date>
    <link>https://inspiringcity.com/2026/06/22/alisa-oleva-the-walking-artist-inviting-us-to-view-the-city-differently/</link>
    <dc:creator>robertogreco</dc:creator><description><![CDATA[[embedded video:

"Walking and the Art of Public Space: Alisa Oleva on Cities, Belonging & Nuart Aberdeen"
https://www.youtube.com/watch?v=ljqTo7GC7HM 

"Walking can be much more than getting from A to B. In this interview from Nuart Aberdeen, walking artist Alisa Oleva talks about how she turns walks through the city into a form of art and a way of seeing places differently.

Alisa describes one-to-one walks with people who are new to a city, helping them explore ideas of home and belonging through everyday routes. She talks about blindfolded walks, long group walks that repeat the same path for hours, and workshops where people try simple exercises like walking differently, touching surfaces or noticing small details. She also explains how  she spends time “deep hanging out” in neighbourhoods. She connects her work to ideas from performance art, psychogeography and parkour. Especially the idea of “desire lines”, the paths people make when they don’t follow the official route.

Contents
00:00 – Walking as an art practice
01:50 – What it feels like on a walk
05:00 – Preparing a walk in a new city 
07:30 – Long-term projects, deep hanging out and working with strangers
10:20 – Simultaneous distant walks (Mariupol and beyond)
12:10 – Covid, virtual walks and “let me be your eyes”
14:30 – Migration, London and how the practice began
18:30 – Parkour, desire lines and small acts of disobedience in the city
21:20 – Performance, liveness and walking scores"]]]></description>
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<dc:source>https://pinboard.in/</dc:source>
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<item rdf:about="https://www.theatlantic.com/ideas/2026/06/ai-tutor-education-human-investment/687678/">
    <title>AI Can’t Fix the Student-Motivation Problem - The Atlantic</title>
    <dc:date>2026-06-27T06:26:04+00:00</dc:date>
    <link>https://www.theatlantic.com/ideas/2026/06/ai-tutor-education-human-investment/687678/</link>
    <dc:creator>robertogreco</dc:creator><description><![CDATA["It turns out bots aren’t great teachers."

[archived: https://archive.is/noKrS ]]]></description>
<dc:subject>ai artificialintelligence jennyanderson mikegoldstein teaching howwteach edtech technology chatbots llms schools schooling motivation salkhan salmankhan khanmigo openai samaltman learning howwelearn children students khanacademy kristendicerbo laurenceholt tutoring inequality ronferguson achievementgap criticalthinking rolandfryerjr maryburns social justinreich coopeartion care caring community condusion attention</dc:subject>
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<item rdf:about="https://www.hachettebookgroup.com/titles/richard-louv/noticing/9781643753034/">
    <title>Noticing by Richard Louv | Hachette Book Group</title>
    <dc:date>2026-06-27T05:38:59+00:00</dc:date>
    <link>https://www.hachettebookgroup.com/titles/richard-louv/noticing/9781643753034/</link>
    <dc:creator>robertogreco</dc:creator><description><![CDATA["The internationally bestselling author of Last Child in the Woods seeks a deeper personal connection to nature during this time of ecoanxiety and upheaval by exploring his own backyard.

Long beloved for his insightful, inspiring nature writing, Richard Louv returns with his most personal book yet. Noticing is about discovering who you are by exploring the natural world. Louv shows how, by tapping into the thirty or more human senses we have, readers can develop skills––sensory, scientific, artistic, and spiritual––to see and experience the otherworlds of nature. 

Through personal essays, rich with descriptions of the California wilderness around his home in the most biodiverse county in the nation, Louv draws on wisdom from influences as far-reaching as neuroscience, nature photography, Indigenous traditions, and mindfulness to foster what he calls “bioenchantment.” He offers a new, deeper understanding of what it means to see a tree, know a fox, and to become fully human."

[via: 

“How Humans Are Like Bloodhounds and Bats: A conversation with writer Richard Louv, who coined the term “nature deficit disorder””
https://nautil.us/how-humans-are-like-bloodhounds-and-bats-1282274 ]

"Richard Louv is a journalist and the author of ten books, including Last Child in the Woods: Saving Our Children from Nature-Deficit Disorder, The Nature Principle, and Vitamin N. Translated into twenty languages, his books have helped launch an international movement to connect children, families, and communities to nature. He is cofounder and chair emeritus of the nonprofit Children & Nature Network, which supports a new nature movement. Louv has written for the New York Times, Outside magazine*, Orion Magazine, Parents,* and many other publications. He appears regularly on national radio and TV, and lectures throughout the world. In 2008, he was awarded the Audubon Medal. Prior recipients have included Rachel Carson, E. O. Wilson, President Jimmy Carter, and Sir David Attenborough."

***

“Richard Louv would like you to live a beautiful life. He wants you to see how easy, how free and freeing this can be. This book is a how-to manual for getting back your soul.” —Carl Safina, author of Alfie and Me: What Owls Know, What Humans Believe

“Richard Louv’s Noticing isn’t nature writing as usual, it’s an invitation to meet the more-than-human world through all the senses. Drawing on research, mindfulness practices, Indigenous wisdom, and intimate encounters in the biodiverse California wilderness, Louv shows us that there’s far more to the outdoors than what meets the eye. The result is a beautiful ode to wonder—and a reminder that our capacity for enchantment is a skill we can relearn.” —Linda Åkeson McGurk, author of The Open-Air Life and There’s No Such Thing as Bad Weather

"Richard Louv has created a ‘multi-being’ in the form of a book illustrating, all the senses needed to fully attend to this wonderful, divergent world. No single species can do this, but Noticing, filled with Richard’s observations and the sensory insights of many others, human and nonhuman, is as close as you are ever going to get." —Glenn Albrecht, author of Earth Emotions

“Richard Louv is one of today’s most discerning observers of the natural world and our place in it, and Noticing is his most personal and intimate book yet. It is full of grace and full of wonder. A beautiful guide to being present, reconnecting, caring, healing, and thriving.” —Howard Frumkin, Former Director of CDC National Center for Environmental Health

“Blending rich storytelling with research and ancestral ways of knowing, Louv shows how deep noticing can reawaken our senses and renew our bond with nature. This inspiring book reminds us that when we slow down and observe with care, the world becomes more alive—and so do we.” —Sally Jewell, Former U.S. Secretary of the Interior

“What a gift! And so needed. Rich Louv’s Noticing is simultaneously informative and inspiring, uplifting and grounded. Reading his words, I found myself laughing out loud at times. Moments later, I was on the verge of tears. With humor and heart, scholarship and practicality, Rich provides a path forward for healing human relationships with the rest of nature.” —Cheryl Charles, Ph.D., International Co-Chair of IUCN’s NatureForAll and Co-Founder of Children & Nature Network

“[Louv] moves back and forth from lyrical descriptions of connection to nature to impassioned concern about the future of the planet to a certain mild skepticism toward those who believe they are empowered to speak for nature…His thoughtful, encouraging approach makes it easy for readers to follow in his footsteps. A gentle guide to connecting with the non-human world.” —Kirkus Reviews

“Richard Louv’s book is like a gentle prescription for our times—an invitation not just to go outside, but to truly step into nature with intention and attention. Through reflective storytelling and practical guidance, he encourages readers to engage all their senses, notice more deeply, and cultivate a richer connection with the natural world, themselves, and one another. In doing so, he offers a simple yet profound path to nurturing ourselves and hope for the future.” —Pooja Tandon M.D., MPH, Professor of General Pediatrics, Seattle Children's Hospital

“Nature writer extraordinaire…Louv does not restate the obvious about nature’s wonders; instead, he asserts how significant contact with nature can be as we embrace computer screens, AI, and ever-increasing reality distortion…Not self-help and yet enormously helpful, *Noticing…*encourages readers to reflect on nature beyond what can be seen with the naked eye…Thoughtful, timely, and achingly beautiful, this is a book to savor." —Colleen Mondor, Booklist"]]></description>
<dc:subject>richardlouv nature senses sensing multispecies morethanhuman 2026 spirituality wildlife wilderness neuroscience photography indigeneity indigenous bioenchantment enchantment animism mindfulness human humanism humans science art noticing seeing sensory attention ecology ecoanxiety environment</dc:subject>
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<item rdf:about="https://pingpractice.org/">
    <title>Ping Practice</title>
    <dc:date>2026-06-25T09:57:24+00:00</dc:date>
    <link>https://pingpractice.org/</link>
    <dc:creator>robertogreco</dc:creator><description><![CDATA["Certain ideas sing. They resonate in our bodies, touch some invisible place within.

Sometimes we encounter these ideas out in the world. Other times, we hear them in our minds. Sometimes they are language, other times feelings or thoughts. Whatever they are — they’re meaningful energy.

In the Ping Practice universe, we call these resonances “Pings”. 123

What — if anything — these “Pings” might mean and how we might use them is rarely clear in the moment. Their meaning often unfolds and evolves over time.

The fleeting nature of these Pings, and the uncertainty of their significance, can make deciding if and where to hold them (and how to work with them) unclear.

Ping Practice emerged precisely from this place.

Ping Practice is a journaling method and app designed to help you synthesize these fleeting bits of resonance into wisdom you are inspired and equipped to embody.

The method emerged through years of experimentation orbiting a central question:

How might I locate what I learn and experience in ways that equip me to apply them in the fleeting moments when I sense opportunities to do so?

Ping Practices continue to be shaped by an expansive body of pre-existing thought and through conversations with people who see making-meaning from what they experience as an act of survival.

——————————

1 https://www.are.na/block/24322667
2 https://ping-practice.gitbook.io/pings/method#ping
3 https://www.youtube.com/watch?v=SUcwBG3iskM "

[See also:

"Ping Practice: Project AE-002: A camera roll for your thoughts" (Apossible)
https://apossible.com/applied-experiments/ping-practice 

"In one sense Ping Practice helps us tune into what we are feeling while becoming more mindful observers of our thoughts. But Ping Practice is also a tool for processing experiences and learning about ourselves.

James Pennebaker’s seminal work on the therapeutic effects of expressive writing show that externalizing thoughts and feelings reduces stress and enhances cognitive functioning. White and Epston’s Narrative Means to Therapeutic Ends builds on Pennebaker, showing how the expression of inner states in writing gives us perspective and ultimately creative agency in determining what our thoughts and feelings mean and how we will make sense of them.

For more theoretical and practical references, explore Ping Practice's connections below."

https://ping-practice.gitbook.io/pings

https://pelberg.com/ ]]]></description>
<dc:subject>pingpractice pings peterpelberg notes notetaking thinking howwethink journaling applications ios memory senses sensing meaning meaningmaking sensemaking makingsense noticing attention carolynli-madeo elliottetzkorn jeffreynoh laurelschwulst nicolasayoub</dc:subject>
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</item>
<item rdf:about="https://blog.ayjay.org/idea-injection/">
    <title>idea injection – The Homebound Symphony</title>
    <dc:date>2026-06-25T08:47:23+00:00</dc:date>
    <link>https://blog.ayjay.org/idea-injection/</link>
    <dc:creator>robertogreco</dc:creator><description><![CDATA["In this piece [https://www.noahpinion.blog/p/does-anything-i-write-matter-anymore ] on why he blogs, Noah Smith says that

<blockquote>blogging has allowed me to inject ideas into the discourse with unparalleled speed, breadth, and access. A researcher goes deep into a few topics; a blogger can quickly hit the main points of many topics. This enables speed; academics might take months to write something useful about a breaking event like the Iran War or Trump’s tariffs, while I can have something out in hours.</blockquote>

Then he continues, 

<blockquote>Injecting ideas into the discourse is incredibly powerful. John Maynard Keynes famously described the power of idea injection:

“Practical men, who believe themselves to be quite exempt from any intellectual influences, are usually the slaves of some defunct economist. Madmen in authority, who hear voices in the air, are distilling their frenzy from some academic scribbler of a few years back.”</blockquote>

But Keynes’s point contradicts what Smith has just claimed. In fact, Keynes’s point is the polar opposite of Smith’s. 

Keynes says that it’s not the “practical men” (in which category we might include not just politicians but also journalists and bloggers) whose ideas rule but rather the “academic scribblers”: now-defunct economists who indeed took months, or even years, to write something useful on their topic. And what they wrote might have had no impact at the moment, but made their way into “the discourse” years or decades or even centuries later. 

It’s noteworthy how Smith describes why he does what he does: “actually having an impact on the world” is his goal. “Being an opinion writer has probably allowed me to change the world much more than being an academic or an engineer or a financier or a consultant would have.” He never says anything about what changes he wants to make in the world, only about his desire to be the one who makes the change. He’s what we call an influencer, which is to say, he is one of the “practical men” that Keynes says don’t make a difference in the long run.

The passage Smith quotes comes from the final paragraph of Keynes’s General Theory of Employment, Interest and Money (1936) [https://en.wikipedia.org/wiki/The_General_Theory_of_Employment,_Interest_and_Money ], and the sentences Smith quotes need to be seen in context. Here’s how the conclusion of that book goes: 

<blockquote>Is the fulfilment of these ideas a visionary hope? Have they insufficient roots in the motives which govern the evolution of political society? Are the interests which they will thwart stronger and more obvious than those which they will serve?

I do not attempt an answer in this place. It would need a volume of a different character from this one to indicate even in outline the practical measures in which they might be gradually clothed. But if the ideas are correct — an hypothesis on which the author himself must necessarily base what he writes — it would be a mistake, I predict, to dispute their potency over a period of time. At the present moment people are unusually expectant of a more fundamental diagnosis; more particularly ready to receive it; eager to try it out, if it should be even plausible. But apart from this contemporary mood, the ideas of economists and political philosophers, both when they are right and when they are wrong, are more powerful than is commonly understood. Indeed the world is ruled by little else. Practical men, who believe themselves to be quite exempt from any intellectual influences, are usually the slaves of some defunct economist. Madmen in authority, who hear voices in the air, are distilling their frenzy from some academic scribbler of a few years back. I am sure that the power of vested interests is vastly exaggerated compared with the gradual encroachment of ideas. Not, indeed, immediately, but after a certain interval; for in the field of economic and political philosophy there are not many who are influenced by new theories after they are twenty-five or thirty years of age, so that the ideas which civil servants and politicians and even agitators apply to current events are not likely to be the newest. But, soon or late, it is ideas, not vested interests, which are dangerous for good or evil.</blockquote>

The “potency” of Keynes’s ideas, he says, is to be determined “over a period of time.” He does believe that the circumstances of his moment — he is primarily thinking of the Great Depression — incline people to listen to new ideas, especially if those ideas promise “a more fundamental diagnosis” of their economic condition. But even so, he doesn’t think his argument will have influence “immediately, but after a certain interval.” He’s playing the long game. 

If Keynes is right, then the ideas that Smith “injects into the discourse” won’t be his, but rather those of thinkers from decades past — the people who weren’t worried about having “something out within hours,” but rather cared about making arguments strong enough to last. Instead of seeking to be quoted by Substackers and podcasters, they rely on “the gradual encroachment of ideas.” 

It may not be possible to have both immediate currency — quotability — and long-term significance. You might have to choose between Smith’s model and Keynes’s. "]]></description>
<dc:subject>alanjacobs howwewrite noahsmith johnmaynardkeynes slow influencers discourse politics politicians blogging bloggers attention change influence</dc:subject>
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</item>
<item rdf:about="https://aworkinglibrary.com/writing/umyazu">
    <title>Umyazu - A Working Library</title>
    <dc:date>2026-06-25T07:06:53+00:00</dc:date>
    <link>https://aworkinglibrary.com/writing/umyazu</link>
    <dc:creator>robertogreco</dc:creator><description><![CDATA["Reading is the art of attention. What a mess we’ve made of that word. From the earnest effort of a mind reaching for the world to a mindless, exasperated skittering through the slop. The attention economy is misnamed. Our attention is not being harvested but rather suppressed, flattened out, demeaned into submission. We do not attend anything when we doomscroll or binge watch or tap tap tap one notification after another; we abandon—ourselves, our bodies, our kith and kin.

Nor do we read when we slip through the stream or flick through the feed. Reading is an awakening of attention, not a deadening of it. We read to come alive to ourselves, not to forget who we are or what we are doing, or what is being done to us without our consent. We read to encounter the world, to connect what we know to what we do not know yet, knowing all the while that such understanding is always temporary, lovely precisely because it is transient. The suspension of disbelief that a reader brings to a text is an openness to becoming someone new, to shedding old selves and wriggling into new ones. It is an invitation to change.

This, of course, presumes that what we are reading is the product of a mind, that the reading is itself a gathering of minds. For each writer is really many writers. When we read Le Guin, we are also reading Woolf, Kropotkin, Lao Tzu. We are reading Le Guin’s reading of Woolf, and Woolf’s reading of Shakespeare, and adding our own readings to theirs. But when we read a text created by fake intelligence, we find not a mind but a forgery, and a glib one at that—a thin, transparent skin wrapped around an empty void. We are right to be repulsed. That revulsion is our bodies asserting their right to reality, to the knowledge that there can be no mind without a body, anymore than there can be a body without a mind.

Yet in the stream we seem to lose that body. We dissolve, dissipate, spread the edges of our selves out until we lose integrity. Here is a curious paradox: when we read, we make ourselves vulnerable, open ourselves up to being changed in ways we cannot predict or control. But when we venture into the stream, we more often than not go armed and wary, aware that we are in a place of danger. We are vigilant, alert, attuned to the predators that lurk below our thumbs. Yet it is there that we are worn down and disintegrated, that constant vigilance like a vibration that shakes all our atoms loose and tumbles them ever downstream.

Maybe there’s a clue in the way we talk of paying attention, rather than giving it. An older form of that verb also means to appease. We pay attention to the angry gods of capitalism in the hope that they will turn their anger elsewhere. Like most gods, they refuse us. We pay and pay again: each refresh and reaction like a hidden fee or interest charged. We check the boxes and agree to the terms (which we do not read), because what are our other options? Coercion was long ago rebranded as consumer choice.

In The Telling, the last of Le Guin’s novels set in the Hainish universe, a young Terran observer named Sutty sets out for the planet Aka. In the forty years it takes for her to arrive, the main continent’s literary and democratic culture is supplanted by a capitalist state, intent on speed-running through industrialization. Books are pulped and writing banned; libraries are closed. The old languages and gestures are outlawed, along with homosexuality, home-cooked food, bartering. Citizens become “producer-consumers” and must orient all of their lives to those two actions. Ordinary life becomes subsumed into regimented, surveilled, and homogenized routines.

Bewildered and heart sore, Sutty finds life in the capital city to be difficult. Her skill in language and literature has no outlet, the need to hide her sexuality rankles, and the people all seem like smooth plastic surfaces which she can’t reach. But then the envoy makes an invitation: the Akans will permit her to leave the capital and visit the mountain villages, where she might learn if anything remains of the former culture. It’s a risky venture, but there’s nothing for her in the city; she boards a riverboat and is soon on her way.

In Okzat-Ozkat, she disembarks and wanders a while, the great white cliffs of Mount Silong rising above her. When she ventures to speak to some of the people, she finds inklings of the former Aka. A boy calls her “yoz,” a word that means fellow person, a common address in the old days, since banned. An herbalist works in a shop where writing, faded but still visible, adorns the walls. When she begins to speak the words, the old man slams one hand on the counter and covers his mouth with the other. “Not aloud, yoz,” he says.

Soon, Sutty is invited to join the maz on their evening gatherings. “Maz” means “educated person” or “teacher.” The maz are couples (of any gender) who dedicate their lives to the Telling—the recitation of story, fable, poem, song, instruction, history, chant. The Telling isn’t one thing, but many, infinite things. Sutty is first inclined to call it a religion, then a philosophy, or perhaps a religion-philosophy, a “religion of process,” as the Hainish term it. But even that seems inadequate. It has no gods, no heaven or hell, no binaries of good and evil, no creator. In the end, it is only The Telling.

Each evening, the people of Okzat-Ozkat gather in the homes of the maz to hear the Telling, one person stationed outside to keep an eye out for the Monitors who would imprison them for such a transgression. Each evening, they pay “by the word,” trading a few copper coins or small bills for the songs and tales and histories. Young children join for free, until they reach adolescence, at which point they too are expected to pay their way. These payments are not donations, not charity. There is “no shame in the transaction on either side,” no sense of manipulation or rent-seeking: “cash was paid for value received.”1

This is payment without appeasement, without coercion. The yoz freely pay in order to give their attention; the maz receive that payment in order to tell, the telling itself a way of reading, reading as understanding and learning and making sense, reading as attending the world. The attention is paid but it isn’t exploited. Sutty records her observations:

<blockquote>[O]n Aka, reward, whether spiritual or fiscal, was immediate. By his performance of a maz’s duties, Siez was not building up a bank account of virtue or sanctity; in return for his story-telling he would receive praise, shelter, dinner, supplies for their journey, and the knowledge that he had done his job. Exercises were performed not to attain an ideal of health or longevity but to achieve immediate well-being and for the pleasure of doing them. Meditation aimed toward a present and impermanent transcendence, not an ultimate nirvana. Aka was a cash, not a credit, economy.

    Therefore their hatred of usury. A fair bargain and payment on the spot.

    Le Guin, The Telling, page 171</blockquote>

By contrast, the attention economy is all credit: the user pays twice.

There’s a prevailing narrative that says we’ve lost our ability to pay attention, that we need drugs or discipline or sternly-worded warnings about the dangers of social media to deal with this growing public health threat. This narrative completely obscures the fact that annihilating attention is a political project with clear benefits for the billionaire class: if we cannot attend the world, neither can we intercede in it. We become passive recipients of their worldbuilding, disenfranchised from our own responsibility to make sense of—and therefore to remake—the world around us.

The abrupt emergence of the Akan capitalist state turns out to be the Terran’s doing: a religious-fundamentalist sect from Earth visited Aka and shared technological knowledge that triggered rapid industrialization, and the equally rapid rejection of all the old ways. The technology included the book banning, the patriarchal order, the authoritarian surveillance. To receive the technology was to receive the worldview it reproduced. (This is of course how all technology works.) That worldview depended on a people too busy working and shopping to be curious about how things are and how they came to be. Because once you are curious about capitalism you must reject the bargain: if the price of the comfort of the few is the immiseration of the many than the price is too damn high. It is the skill of reading that hones that curiosity, sharpens our ability to notice what is before us, what is real and what is not, which bargains are fair and which are usurious. Reading is how we attend the world, which is also how we change it.

I want to posit that the reading economy, like the umyazu—places where the Telling took place—still exists, hidden amidst the ruins of capitalism. It isn’t captured in GDP, of course, but then neither is housework, and yet everyday millions of people do the dishes, make the bed, dust the shelves. It overlaps with capitalism, in the form of large, commercial publishers who often care more for profit than words, but who still manage to publish a good many good books; and it escapes capitalism with worker-owned publishers, anarchist collectives, infoshops, personal blogs, radical literary magazines, neighborhood bookstores, used books given and sold and given again, libraries big and small and free, and with every pen put to paper or keyboard to verse, and every reader who reads and creates the text anew.

Every contribution to the reading economy—every dollar snatched from anesthetizing streaming services, from platforms that siphon money away from artists in order to fuel machines of war; every dollar given in exchange for a book or zine or illustration made with hand and heart and eye; every gaze diverted from the slop and turned instead to the gifts of the artist and the writer and the painter and so on—is not only a contribution taken from the attention economy but a repudiation of it, whole and entire. Every contribution to the reading economy is two less for its nemesis: once in cash, a second time in the resurrection of attention, in the art of reading, in the gift paid in return for the gift. A fair bargain, and payment on the spot.

—————
1. Le Guin, The Telling, page 109 ↩︎"]]></description>
<dc:subject>2026 reading howweread attention ursulakleguin ursulaleguin virginiawoolf peterkropotkin laotzu shaekespeare attentioneconomy capitalism mandybrown</dc:subject>
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    <title>How I Learned to Read Way, Way More - John Paul Brammer</title>
    <dc:date>2026-06-15T00:04:06+00:00</dc:date>
    <link>https://johnpaulbrammer.substack.com/p/how-i-learned-to-read-way-way-more</link>
    <dc:creator>robertogreco</dc:creator><description><![CDATA["I had to rethink my relationship to attention"]]></description>
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<item rdf:about="https://www.economist.com/briefing/2026/06/11/forget-the-world-cup-culture-is-becoming-more-fragmented">
    <title>Forget the World Cup. Culture is becoming more fragmented</title>
    <dc:date>2026-06-14T09:36:30+00:00</dc:date>
    <link>https://www.economist.com/briefing/2026/06/11/forget-the-world-cup-culture-is-becoming-more-fragmented</link>
    <dc:creator>robertogreco</dc:creator><description><![CDATA["Farewell to the monoculture"

[archived:
https://archive.is/ulDjw

via:
https://social.ayjay.org/2026/06/13/the-economist-it-might-seem.html ]

"It might seem surprising, in a world of global stars, that the 6m Danes, many of whom are fluent in English, listen mainly to homegrown music. And until fairly recently they did not. In 2019 only five songs in Denmark’s top 20 were in Danish. By last year the figure was 18.

A similar trend is under way in other countries — and in other forms of entertainment. From Asia to the Americas, music charts are increasingly dominated by local sounds. Hollywood television-streaming companies are commissioning more local productions in foreign markets, causing consumption of American shows to fall. Social networks are connecting the whole world, but so far people are mainly using them to consume local content. And as video gaming expands, it too is becoming increasingly tailored to local cultures."

...

"In music, video and interactive entertainment, global tech platforms have made it easier than ever to distribute entertainment around the world. Yet the sheer abundance of content that these platforms have helped to generate means that, more than ever, global audiences are able to assert distinctively local preferences."]]></description>
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<item rdf:about="https://messaging-custom-newsletters.nytimes.com/dynamic/render?isViewInBrowser=true&amp;paid_regi=1&amp;productCode=NN&amp;sendId=220357&amp;uri=nyt%3A%2F%2Fnewsletter%2F5b094ad3-a522-516e-91e8-3e35d216ad4f">
    <title>The Morning: Change in the weather</title>
    <dc:date>2026-06-12T01:19:45+00:00</dc:date>
    <link>https://messaging-custom-newsletters.nytimes.com/dynamic/render?isViewInBrowser=true&amp;paid_regi=1&amp;productCode=NN&amp;sendId=220357&amp;uri=nyt%3A%2F%2Fnewsletter%2F5b094ad3-a522-516e-91e8-3e35d216ad4f</link>
    <dc:creator>robertogreco</dc:creator><description><![CDATA["If Memorial Day is the unofficial beginning of summer and Labor Day the unofficial end, then I am pleased to inform you that we are embarking on the longest unofficial summer: From Monday, May 25 to Monday, Sept. 7, this year delivers the earliest and latest possible dates for both holidays. For those of us still reeling from the cold shower of last year’s Sept. 1 Labor Day, this is very welcome news. For others who would prefer to take refuge in the air-conditioning until the first frost, I’ll remind you that astronomical summer is still nearly a month away, and the solstice-equinox span only ever vacillates by a few days.

So here we go — ready or not, Northern Hemisphere — into the brightness. Will we wear this longest summer loosely, letting the extra days billow, open and unscheduled? Or perhaps the days are already packed tight with vacation or camp or class reunions, longest summer be damned, busyness knows no season?

Does it feel too soon to be asking these questions? As much as I yearn all year long for summer, I always feel dragged, as if on a leash, into this weekend. The shift that Memorial Day weekend incites — from spring brain to summer brain, from “It’s too early to pack away the sweaters” to “How do you like your burger?” — feels abrupt.

I’m forever clocking those tiny variations from one week to the next, sensitive to how a particular span of days feels. I wrote a few months ago about the brutal but accurate “12 actual seasons” meme, a comical effort to add texture to the weather’s fluctuations. I’m drawn to the specificity of the traditional Japanese calendar’s 72 microseasons, each about five days in duration, each charting a tiny event in the natural world. (May 21-25: “Silkworms start feasting on mulberry leaves.”) In my Brooklyn neighborhood, it’s “Tulips are still showing off.” Or is it “The birds are back in town”?

I’ve never tracked those little transitions against the calendar, but I’d like to do it this year, a one-line journal, whenever it feels as if there’s been a shift. Year after year, my neighbors and I make the same remarks about the brief window when the dogwoods open up, and the briefer one when the magnolias bloom. The four days in July when it feels like the air is the exact same temperature as your skin and you just stand there, unsure where the humidity ends and you begin. The internal microseasons recur as well: Right now, I’m in the hyper-optimism of the summer’s launch, fresh from the flash of grief for spring’s brevity. A journal this year becomes a calendar next, a way to anticipate and follow along with the microscopic variations, inside and out."]]></description>
<dc:subject>time seasons melissakirsch 2026 72seasons 72microseasons microseasons change nature attention summer spring</dc:subject>
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<item rdf:about="https://www.chronicle.com/article/my-students-cant-read">
    <title>Opinion | My Students Can’t Read</title>
    <dc:date>2026-06-09T07:17:42+00:00</dc:date>
    <link>https://www.chronicle.com/article/my-students-cant-read</link>
    <dc:creator>robertogreco</dc:creator><description><![CDATA["The generational collapse in literacy is measurable, persistent, and likely to get worse."

[archived:
https://archive.is/WvW1F ]

"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, tomorro

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."]]></description>
<dc:subject>tylerjagt reading education highered highereducation colleges universities ai artificialintelligence academia attention teens literacy smartphones research society 2026 chatbots llms chatgpt thinking howwethink howweread</dc:subject>
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<item rdf:about="https://2ndbreakfast.audreywatters.com/at-what-cost/">
    <title>At What Cost?</title>
    <dc:date>2026-06-05T09:42:43+00:00</dc:date>
    <link>https://2ndbreakfast.audreywatters.com/at-what-cost/</link>
    <dc:creator>robertogreco</dc:creator><description><![CDATA["“What Do I Need To Get Done That I Don't Have To Think About?” asks historian Timothy Burke, pondering about the sorts of “mindless tasks” he’s supposed to gleefully hand over to “AI.” “This rhetoric drives me nuts because it is frequently offered without concrete existing examples,” he writes. “It’s always a vague, futureward offer made with no evident knowledge about what it is that most people actually do in work or in everyday life. As if, perhaps, the pitch is coming from billionaires who don’t have to do anything tedious except perhaps to order all those kinds of tasks to be done.”

It is mind-boggling to me that anyone, but especially the teachers’ labor union, would argue that any work an educator does is “mindless” or menial, that any work an educator does is the kind of task that one should automate if they don’t want to have to think about it. I’m not saying that teachers aren’t overworked -- good grief. Rather, I want to remind people that software is not a substitute for the kind of structural change necessary to improve everyone’s lives, in and around the classroom.

The kinds of tasks that I hear teachers being encouraged to offload to “AI” -- grading, lesson planning, communication with students and parents, design of handouts and other classroom material, IEPs -- are actually constitutive of the very work. These tasks -- and yes, some of them can be burdensome, time-consuming, annoying as hell -- are how you come to know the content, the community, the classroom, yourself and others. Nothing about teaching and learning should be thoughtless or careless the way in which “AI” promises thoughtlessness and carelessness as-a-service. Education isn’t comprised of tasks that should be automated; this isn’t work that needs to be made faster and cheaper. Teaching and learning are not something to be optimized or engineered like machinery, turned into the very “factory model of education” that Silicon Valley has spent decades inventing and positioning against.

If we’re worried about what the push-button classroom will do to students, we should probably stop demanding teachers become button-pushers as well."]]></description>
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<item rdf:about="https://jeppestricker.substack.com/p/the-slow-work-of-becoming">
    <title>The Slow Work of Becoming - by Jeppe Klitgaard Stricker</title>
    <dc:date>2026-06-05T09:35:25+00:00</dc:date>
    <link>https://jeppestricker.substack.com/p/the-slow-work-of-becoming</link>
    <dc:creator>robertogreco</dc:creator><description><![CDATA["On Epistemological Sovereignty in an Age of Instant Information"

[via:
https://2ndbreakfast.audreywatters.com/at-what-cost/ ]

"Generative AI has caused a crisis in higher education, but I think we have largely misdiagnosed it. The conversation tends to focus on what students do with generative AI - whether they use it to cheat, whether they can evaluate its output, whether institutions can detect it - and how the technology affects critical thinking, this somewhat elusive term we often take for granted yet struggle to define.

These are important problems, but they also reveal how students arriving at our institutions have spent years inside an information environment that, largely unintentionally, undermines the kind of sustained, self-directed attention that education depends on.

Most students do not arrive at university having spent their formative years on JSTOR or with extensive online library resources. And even if they have, various social media apps will have been right by their side. Digital technologies, as a broad category, will have taught them that information should be fast, that uncertainty is a problem to be resolved immediately, and that anything requiring sustained effort is probably not worth the trouble.

The pedagogical problem here is not the internet, but something else. The issue is partly the instrumental logic institutions have fine-tuned over decades (I recently wrote about this here), partly that students carry the attentional habits formed in these environments into the domain of higher education - including, crucially, the seminar room, the library, and every encounter with ideas that rewards patience rather than speed.

The Attention Economy and the Borrowed Brain

A student cannot choose what counts as knowledge on their own. When they enter higher education, they enter conversations that have been going on for centuries, ones that carry accumulated judgments about what counts as evidence, argument, and truth.

However, the contemporary attention economy functions less like a collective intelligence and more like a cognitive environment that increasingly supplies ready-made opinions and judgments faster than individuals and certainly groups can form their own.

The consequences for education are serious, as what we might call epistemological sovereignty, or simply becoming, is not merely a personal achievement or judgement call. It is a collective responsibility, one that institutions, disciplines and academic communities have historically maintained on behalf of those entering the conversation. The attention economy erodes that responsibility. It answers the question of what matters before the student has had the chance to ask it, and it does so at a scale that no individual institution can easily counter alone.

Now, generative AI intensifies the problem considerably. In many ways it is the attention economy compressed into a single interface - sycophantically indifferent to whether the user is developing genuine understanding or merely obtaining a plausible output. I have previously written about the novice paradox: evaluating generative AI output well requires the very expertise students are still in the process of developing.

But there is a prior problem. Before students can even begin to evaluate what generative AI gives them, they need to have developed a sense of what they are looking for, and implicitly, what a good answer looks like. That prior formation of thought is precisely what the broader information environment has made harder to achieve. And it is precisely what universities exist to provide.

Becoming Equals Slow and Steady

There is a critical difference between having knowledge and becoming someone who knows. And the distance between them cannot be closed by more efficient information delivery, regardless of how that delivery is organised.

Becoming, in the sense that genuine education has always intended, is typically not very efficient. It requires motivation, time, failure, and space to think and develop. You do not develop judgment by acquiring answers, but by living through the process of arriving at them, getting them wrong, and trying again. This is hard work.

With the internet, and now especially generative AI, speed and availability are what these systems do best - and they have no inherent mechanism for valuing slower processes. The result is an optimisation trap: students learn to ask the questions these tools handle well, and gradually stop asking the ones they do not - narrowing rather than expanding their thinking, without quite noticing that this is happening.

This is a problem for individual students, and it is a problem for the institutions that are supposed to hold the line. Higher education should insist on the value of what takes longest to understand precisely because it takes a long time. Not every question deserves instant answers, and not every uncertainty needs to be closed immediately. Perhaps this is especially true in higher education: the capacity to remain productively uncertain, to hold a difficult question open long enough to actually think about it, is one of the things serious education, and research, are supposed to develop.

In an information environment that has evolved rapidly in recent years, universities must be able to retain a focus that the attention economy cannot offer: a higher resolution view of what is right here, human to human - the student in front of us, and the thesis idea that needs more than a moment to become clear.

This is not inefficiency.

It is the condition under which becoming is possible at all."]]></description>
<dc:subject>jeppeklitgaardstricker 2026 slow generativeai genai ai artificialintelligence jstor pedagogy teaching howweteach education learning howwelearn attention attentioneconomy becoming responsibility knowledge optimization highered highereducation colleges universities criticalthinking</dc:subject>
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<item rdf:about="https://walledgardenedu.substack.com/p/the-right-tool-for-the-right-hands">
    <title>The Right Tool for the Right Hands - by Andrew Cantarutti</title>
    <dc:date>2026-06-05T09:33:09+00:00</dc:date>
    <link>https://walledgardenedu.substack.com/p/the-right-tool-for-the-right-hands</link>
    <dc:creator>robertogreco</dc:creator><description><![CDATA["Why the Same Tool Can Help a Teacher and Harm a Student"

[via:
https://2ndbreakfast.audreywatters.com/at-what-cost/ ]]]></description>
<dc:subject>andrewcantarutti education learning howwlearn teaching howweteach tools 20206 google clasroom edtech lms efficiency productivity administration gradebooks software communication lessonplanning ai artificialintelligence assessment grammarly quillbot writing howwewreite research audiobooks attention coding design production</dc:subject>
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<item rdf:about="https://www.nytimes.com/2026/06/04/us/social-media-schools.html">
    <title>‘Teachers Are Going to Hate It’: How Social Media Apps Hooked Teens at School - The New York Times</title>
    <dc:date>2026-06-05T05:37:40+00:00</dc:date>
    <link>https://www.nytimes.com/2026/06/04/us/social-media-schools.html</link>
    <dc:creator>robertogreco</dc:creator><description><![CDATA["Internal documents show how tech giants grabbed children’s attention throughout the day, a strategy that schools say has undermined education."

[archived:
https://archive.is/ijKtV ]

"Snapchat sent phone alerts to adolescents during school hours, urging them to share what was going on in their classrooms.

Meta paid “teen ambassadors” to promote Instagram and hand out swag to their friends at school.

TikTok gave the National PTA millions of dollars, in part to throw school events about online safety and provide favorable comments to journalists.

Again and again, the world’s leading social media companies have targeted students, even as complaints have mounted that they are hurting teenagers’ mental health and academic performance, according to a New York Times review of internal documents that lay bare for the first time these tactics to hook young users.

The documents emerged from lawsuits filed by more than 1,400 school districts against Meta, Snap, TikTok and YouTube amid a rising backlash against social media, with parent movements and best-selling books blaming the platforms for loneliness, bullying, eating disorders and sexual exploitation.

The outcry, long focused on social media’s harm to mental health, has now shifted to its upending of the classroom. Many school districts are banning smartphones, and some are re-evaluating their reliance on devices like Chromebooks, the inexpensive laptops made by YouTube’s parent company, Google.

The companies’ push to keep children glued to their screens has overshadowed concerns from parents, teachers and even their own trust and safety teams about interfering with school, according to the documents and interviews with dozens of parents, teachers and former tech company employees.

TikTok’s leaders decided not to disable notifications during school hours, rejecting a change that its safety teams had pushed for years. A Snapchat strategy document referred to classroom phone use as “under the desk” time. Google managers knew YouTube was recommending videos to students during the school day that had nothing to do with their lessons.

The school districts contend that the apps’ addictive designs made teachers’ jobs more difficult. “It is so constantly tempting to these kids to be on a platform that promises endless, infinite, varied entertainment rather than actually focusing on what they should be at school to do,” said Previn Warren, one of the lead lawyers for the schools.

The companies argue that the Covid pandemic and other factors have harmed adolescents’ mental health, and that parents, schools and cellphone makers bear responsibility for children’s phone habits. They also say that they have made their platforms safer with parental-control features and account restrictions for minors.

All four companies recently settled with Breathitt County Schools, a small district in rural Kentucky that served as a test case for the litigation nationwide. The district, which has about 1,500 students, had sought $3 million in damages and about $60 million that it had planned to put toward a long-term education and mental health plan. The companies agreed to pay Breathitt $27 million: $9 million from Meta, $8 million each from Snap and TikTok and $2 million from Google, according to documents released on Friday and first reported by Bloomberg.

While it’s hard to say how the ongoing litigation might ultimately affect classrooms, it poses a substantial financial risk to the companies, possibly costing billions of dollars, said Alexandra Lahav, a civil litigation professor at Cornell Law School. She noted that the companies were also facing a barrage of claims from families and state attorneys general.

Breathitt was the first of six so-called bellwether cases, whose outcomes are likely to guide the rest. The next plaintiff in line for trial, Tucson Unified School District in Arizona, which has about 40,000 students, is seeking more than $1 billion.

“These are massive, massive lawsuits,” Ms. Lahav said.

Winning with Teens

In the early days of social media, before the industry came under angry public scrutiny, some company leaders were candid about their pursuit of teenagers — a key demographic that they knew could drive the next hit app and yield lifelong users.

In 2012, a few months after the launch of Snapchat, its co-founder Evan Spiegel, then 21, wrote a blog post about feedback he had heard from some of the app’s early users.

“We were thrilled to hear that most of them were high school students who were using Snapchat as a new way to pass notes in class,” Mr. Spiegel wrote, indicating that “peaks of activity” occurred during school hours.

Meta also tried to promote its brand in schools, desperate to keep young users from leaving its flagship apps, Facebook and Instagram, for competitors.

“Winning schools is the way to win with teens,” read an internal document from 2018.
Beginning that year, the company recruited teen ambassadors to “act as our plug at local high schools within five key markets.” The students received branded gear to share, and they earned $45 gift cards for completing monthly challenges, such as posting Instagram video chats with friends.

Leia Immanuel, a former teen ambassador who is now an artist in New York City, said her Instagram followers supported her when she was bullied at school. But she now feels conflicted about the role she played in encouraging other young people to use the platform.

“In recent years I have been rethinking it,” she said. She still feels addicted to posting online and believes it is unhealthy. “I didn’t understand that at 14.”

Meta said its outreach efforts at schools, including the ambassadors program, had largely focused on promoting kindness and soliciting feedback on new products.

“We proudly work with parents, schools, safety organizations and teens themselves to inform safety features,” said Liza Crenshaw, a spokeswoman for Meta. She added that some of the documents produced in the lawsuit represented the ideas of individuals, not the company.

Google employees cited classrooms as a source of long-term customers. A 2020 slide deck said that “investing in schools helps onboard kids into Google’s ecosystem.”

With its Chromebook laptops and software tailored for schools, Google has come to dominate the education technology market over the past 15 years. That business boomed during the pandemic, as many districts provided students with their own devices for remote learning. The majority of U.S. schools now use Google products to teach.

Members of the company’s education department were often excited about products they thought could improve learning, such as affordable laptops and educational YouTube videos, according to court documents and interviews. They worked alongside product managers, however, who were focused on a different upside: increasing YouTube’s viewership.

In one 2015 memo, YouTube employees noted that Saturdays drew 80 million hours’ more watch time than Thursdays, and that “increasing usage in schools M-F could decrease this gap!”

It was clear even back then that YouTube was proving problematic for schools, according to documents first reported by The Wall Street Journal. The company’s education team repeatedly complained that the algorithm often led children into a spiral of unrelated content.

One slide presentation illustrated how this could happen. If someone began a YouTube session with a query about linear equations, the platform would first offer a learning video, the presentation showed. But after that, the algorithm would recommend a Will Ferrell comedy video.

A Google spokesman said the documents were outdated. In 2022, the company released a tool that allows teachers to remove ads and recommendations on videos they assign students to watch, said the spokesman, José Castañeda. He also said that YouTube could be blocked, and that browsing on the site had been turned off by default on school Chromebooks for a decade.

But teachers and parents said that even when YouTube and other sites were blocked, students used internet proxies and other workarounds. And schools often allowed YouTube browsing so children could do research, which Google said highlighted its educational value but which made policing its use more difficult.

Joanna Houston, the mother of a sixth grader in Richmond Hill, Ga., said her son had watched more than 1,500 noneducational YouTube videos on his Chromebook during school between August and January.

She was concerned that her son’s school had embraced Chromebooks and YouTube, but she blamed Google for marketing to schools and making it so easy to mindlessly consume its content.

“It’s this whole ecosystem that ultimately benefits this company, and I don’t think it very much benefits students,” she said.

‘The #1 Cause of Drama’

The companies heard complaints not only from parents and teachers but from their own internal trust and safety teams.

At a conference on student safety in 2023, Snap representatives met with education officials from across the United States. According to internal emails, school administrators there raised alarms about their experiences with Snapchat — including children as young as 9 sending nude pictures.

A superintendent from Alabama told the executives that he had warned about the app in a newsletter to parents, which he shared with them. “Snapchat is the #1 cause of drama in school aged children,” it said, citing bullying and inappropriate images. “If YOU want to protect your child, make them delete it.”

That same year, a Snap employee pushed back against a new feature that sent high school students phone notifications during the day. The alerts urged the adolescents to share what was in their backpack or what their class was up to.

The employee said that children should be able to opt out of the notifications to “avoid legal risks around dark patterns” — a term referring to manipulative design features. The suggestion was not taken.

A Snap spokeswoman said that the company was pleased to have resolved the Breathitt lawsuit amicably and that many of the documents showed the company was listening to feedback.

“We do not target schools,” said Monique Bellamy, the spokeswoman, adding that Snapchat is simply popular among teenagers. “We care deeply about the safety and well-being of all Snapchatters, and our teams have worked for years to raise the bar on safety.”

At TikTok, some employees warned that frequent interruptions in the classroom would lead to a backlash.

“Teachers are going to hate it,” an employee wrote in 2022 to an internal group focused on child safety, referring to a new feature prodding users to post within the next three minutes. “Kids already have smartphone addiction in class.”

In response, a manager said the team’s job was to support as well as challenge the business. Competitors, she said, were doing the same thing.

“If we assume teens are going to do this anyway, we’d rather them be here on TikTok,” she wrote. The company removed the feature in 2023.

That same year, TikTok considered turning off notifications altogether for minors during school hours, but the plan was scrapped. Internal documents about the feature noted it would reduce the number of daily active users and would be difficult for the company to administer because of the variety of school schedules.

TikTok declined to comment on the internal documents about app features that affected children in school. A spokeswoman said the app had dozens of privacy and safety settings, including parental controls.

PTA ‘Propaganda’

Leading technology companies have long partnered with parent-teacher associations to burnish their reputations and promote internet safety. But the new documents show how the National PTA, a nonprofit that represents some 22,000 local chapters, actively solicited such contracts.

In a 2024 email pitching its services to Snap, the National PTA promised it could “help with sentiment” and create “more understanding and comfort” among parents. (Snap ultimately declined to offer funding.)

Exactly how much the National PTA has received from social media companies remains secret, but some details emerged in the documents. In 2024, a National PTA official told Snap executives that companies generally paid the organization $250,000 to $500,000 a year, and that a handful gave millions of dollars a year.

“Parents, students and school communities rely on PTA to help them navigate the challenges of a changing world,” said Heidi May Wilson, a spokeswoman for the National PTA, in a statement responding to questions about the lawsuit documents. “That includes technology and social media, which are now central parts of children’s lives.”

TikTok signed the first of several contracts with the group in 2019, just as the app’s thriving business in America was coming under fire. Prominent lawmakers like Senator Marco Rubio had accused its Chinese parent company, ByteDance, of censorship, painting it as a propaganda tool of the Chinese Communist Party.

The deal with the National PTA aimed to “positively raise ByteDance’s profile among parents,” according to a PTA slide deck for the company that was quoted in a plaintiff brief.

In November 2019, a National PTA employee asked its new sponsor where it should host an internet safety event. In emails, TikTok employees discussed that the ideal schools would be in “major market media centers” and “sensitive political districts.”

Tampa, which was represented by Mr. Rubio and had the most populous TV viewing area in Florida, met both criteria. The National PTA gave a county chapter $1,000 to put on the event at Buchanan Middle School.

In addition to about 75 parents and children, local TV reporters showed up to the cafeteria event in February 2020. Surrounded by balloons with TikTok’s logo, parents talked about screen-time rules, and a panel of students answered questions. A local influencer said that TikTok had helped her build a career traveling the world.

While many parents appreciated that the event helped them talk about social media with their children, the influencer’s presence felt like “propaganda,” said Damaris Allen, who was then the chapter president. “I just remember being very, very annoyed.”

Later that year, TikTok gave the National PTA $2 million for support during the pandemic. It paid another $3 million in 2024 for the group to promote the company’s youth safety efforts, including providing “positive” quotes to news outlets. The TikTok spokeswoman said the company was proud to fund the organization.

In December of last year, a publication in northeast Ohio covered a TikTok-sponsored event about online safety. A National PTA representative told the outlet: “It was important for the youth to illustrate how they use platforms and how they use TikTok for good.”"]]></description>
<dc:subject>socialmedia addiction children youth teens siliconvalley bigtech attention schools schooling education howweteach teaching distraction jennifervalentino-devries snapchat meta facebook instagram tiktok google chromebooks ethics psychology adolescence bytedance edtech manipulation youtube screentime</dc:subject>
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<item rdf:about="https://hedgehogreview.com/web-features/thr/posts/should-the-lion-lie-down-with-the-electric-lamb">
    <title>Should the Lion Lie Down With the Electric Lamb? | THR Web Features | Web Features | The Hedgehog Review</title>
    <dc:date>2026-06-04T08:09:29+00:00</dc:date>
    <link>https://hedgehogreview.com/web-features/thr/posts/should-the-lion-lie-down-with-the-electric-lamb</link>
    <dc:creator>robertogreco</dc:creator><description><![CDATA["For all its strengths, Leo XIV’s encyclical falls short on the greatest threat."

[via:
https://blog.ayjay.org/heresies-of-form/

"Antón Barba-Kay:

<blockquote>AI is not “inherently evil” in the sense that it can be used exclusively to bomb and oppress. But not even nuclear weapons or machine guns work that way. We are never caused to do anything by a tool (or a narcotic). There is therefore no trade-off between using Claude and “reading stories to a child” or “offering company to an elderly person” or the other activities that the encyclical commends to our attention as human. But that is just the problem, that even as the trade-off does not happen at the level of content, it cannot but take place at the level of formal tendencies. Almost no one idolizes AI, but the technocratic paradigm is a matter of form rather than content: a matter of habitual incentives that, once internalized, become practically imperative. And the Church has not yet recognized heresies of form.
</blockquote>

I wish I understood what Barba-Kay means here by “formal tendencies,” “heresies of form,” etc. But I think he might be thinking along the same lines I followed in this post [https://blog.ayjay.org/some-thought-on-habitus/ ] on habitus, focal practices, and the virtues required for healthy praxis. I should perhaps revisit these thoughts, alongside a further inquiry into “diseases of the intellect.” [https://blog.ayjay.org/diseases-of-the-intellect/ ] The time seems ripe."]]]></description>
<dc:subject>antónbarbakay 2026 popeleoxiv encyclicals magnificahumanitas ai artificialintelligence claude form catholicchurch catholicism habitus technocracy technology haroldinnis humanity cognition cognitivedeskilling automation rerumnovarum industrialization labor work workers capitalism human humans humanism dignity attention reverance care insight thinking howwethink finitude transhumanism posthumanism llms intelligence media</dc:subject>
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<item rdf:about="https://www.youtube.com/watch?v=mc4s1qu8IP8">
    <title>Françoise Vergès: The world is made through struggle - YouTube</title>
    <dc:date>2026-05-31T00:36:05+00:00</dc:date>
    <link>https://www.youtube.com/watch?v=mc4s1qu8IP8</link>
    <dc:creator>robertogreco</dc:creator><description><![CDATA["In this episode, I sit down with the incredible Françoise Vergès. We had a beautiful conversation about how the politics of Réunion has animated her life's work,  how she was brought up in the struggle alongside the revolutionaries in her family, about her time in Algeria and Paris, decolonial feminisms (of course!), and the centrality of psychic life to our ongoing fight against fascism and oppressive systems. We honestly talked about so so much more, so I am excited for you to hear it! It was such an honor to sit down with a sister-comrade who has shaped so much of my thinking and political orientation to scholarship.

Françoise Vergès is a political theorist, curator and writer. She writes on the racist fabrication of premature death, decolonial feminism, the impossible decolonization of the western museum, climate disaster and antiracist, anticapitalist politics of vital needs. She works with artists and curates, since 2015, public performances with artists and activists. She is currently working on a film about anti colonial struggles in Reunion Island through her parents’ personal archives and her own.

For more information and on and links to Françoise's powerful work, see her website: https://francoiseverges.com/

This is the passage I read from Françoise's landmark A Decolonial Feminism (Pluto, 2019):

"I used a familiar fruit, the banana, to shed light on a number of analogies and elective affinities: the banana's dispersion from New Guinea to the rest of the world, the banana and slavery, the banana and US imperialism (banana republics), the banana and agribusiness (pesticides, insecticides--the chlordecone scandal in the Antilles), the banana and working conditions (the plantation regimes, sexual violence, repression), the banana and the environment (monocultures, pilluted water and land), the banana and sexuality (Josephine Baker), the banana and branding (Banana Republic), the banana and racism (when did the association of bananas and Negrophobia begin?), the banana and science (researching the 'perfect' banana), the banana and consumption (bringing bananas into the home, suggesting recipes), the banana and rituals for ancestors, and the banana and contemporary art. The method is simple: starting from one element to uncover a political, economic, cultural, and social ecosystem in order to avoid segmentation that the Western social-sciece method has imposed." p. 21-22"

[via:

"Palestine, Playing Fields; Perfidy! The False Capitalist Narrative Running (Puns😎) Throughout!" (this is the part that references college football (plays a clip from here: https://www.youtube.com/watch?v=RHDhdavY-u8 ) and is part of full show: https://www.youtube.com/live/2rHMi1MXILs )
https://www.youtube.com/watch?v=PaUkUZ-X-_o

which points to

"🍌The Banana Method as Psychic Militancy!"
https://www.youtube.com/watch?v=kGNrqiLdKfQ

which points to

"Revolution Is Mental Health! ft Lara Sheehi"
https://www.youtube.com/live/PGnGalaE4Go ]
]]></description>
<dc:subject>françoisevergès 2026 larasheehi jaredball bananas collegefootball atlanta palestine mississippi louisiana lsu alabama economics society slavery enslavement bananarepublics newguinea imperialism empire colonialism colonization agribusiness pesticides insecticides chlordecone cloredecone antilles plantations sexualviolence repression environment monoctultures water land sexuality josephinebaker braning gap thegap race racism science consumption consumerism art politics swest socialscience socialsciences mentalhealth universityofgeorgia georgia corporatism capital bomanijones stevengodfrey culture decentering algeria réuniuon elsalvador feminism antiracism gaza anticapitalism activism decolonization decolonialism france museums decolonialfeminism segmentation anticolonialism anticolonialstruggle state police policing power domination stuggle coercion resistance settlers frantzfanon spatiality temporality globalsouth militarism patriarchy liberalism bodies gender flesh masculinity femininity consent poll</dc:subject>
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<item rdf:about="https://social.ayjay.org/2026/05/28/the-most-important-point-about.html">
    <title>“The most important point about rising AI use in the arts is simply this: Millions of people desperately want affirmation.” | Alan Jacobs</title>
    <dc:date>2026-05-28T22:39:01+00:00</dc:date>
    <link>https://social.ayjay.org/2026/05/28/the-most-important-point-about.html</link>
    <dc:creator>robertogreco</dc:creator><description><![CDATA["The most important point about rising AI use in the arts is simply this: Millions of people desperately want affirmation. They don’t want to go to the trouble of writing or painting or drawing or making music — or maybe they are afraid that their own work won’t be good enough — but they want people to believe that they have made art. We should be thinking seriously about the intensity of the human need to be recognized, to be thought not basic but special."

[See also:
https://www.manton.org/2026/05/28/ais-hand-in-creativity.html 

https://micro.blog/ayjay/91084999

"Yep, that’s why I say we really need to be thinking about this. One way or another, the recognition that people now receive for AI-generated work will get harder to come by. Remember The Incredibles, when Dash’s mom says “Everybody is special,” and he mutters, “Which is another way of saying that nobody is.”"]]]></description>
<dc:subject>ai artificialintelligence alanjacobs attention recognition writing genai generativeai 2026 affirmation painting howwewrite capitalism specialness basicness</dc:subject>
<dc:source>https://pinboard.in/</dc:source>
<dc:identifier>https://pinboard.in/u:robertogreco/b:20fa296172c6/</dc:identifier>
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<item rdf:about="https://www.nytimes.com/2026/05/25/opinion/aging-advice.html">
    <title>Opinion | How to Be Old - The New York Times</title>
    <dc:date>2026-05-28T05:21:16+00:00</dc:date>
    <link>https://www.nytimes.com/2026/05/25/opinion/aging-advice.html</link>
    <dc:creator>robertogreco</dc:creator><description><![CDATA["By Roger Rosenblatt

Mr. Rosenblatt is the author of “More Rules for Aging,” from which this essay was adapted."

...

"This is a list of rules for the elderly, the aim of which is to keep us elderly elderly, and not to see us go one step further. Staying alive in one’s later years is an art generally requiring the avoidance of wrong moves. The key word to a lot of one’s behavior is “don’t.” If more old people simply did not do certain things, especially on impulse, the world would be a safer place. Duller but safer.

I should add that if you fail to follow these rules, I’m not saying that you are doing anything morally wrong. Only that you will suffer.

1. Run when you hear “We must do this again.”

This is often said at the end of some pointless social event in which you participated reluctantly. Inevitably someone will say cheerily, “We must do this again.” Nonsense. They don’t mean it. You don’t mean it. Nobody means it.

2. Marry above your station.

Usually you can’t help it. But you’ve probably found that out already.

3. Don’t forget to bestow confidence.

It’s the best thing you can give someone you love. Saying “You can do it” to a loved one in a situation in which that person has self-doubt — taking an exam, making a speech, writing a poem — means more than any sweet profession of affection. It means that you love that person so wholeheartedly that you wish him or her the inner satisfaction of self-realization. The pride of achieving themselves. What more can you say that so expresses your love?

4. Observe the moth.

In her essay “The Death of the Moth,” Virginia Woolf notices a moth in its death throes, batting about a small windowpane. The author watches the animal’s plight with pity and admiration — awe, really. Its struggles are beautiful. She imagines the moth saying death was too strong, even for it.

Observe the moth in its monumental fight for life, and do likewise. We gain life’s powers by knowing that eventually they will be taken away. There is beauty in this struggle. Murmurations of starlings occur only in the evening.

5. Don’t share despair.

Not even with your friends. Not that they won’t sympathize. It’s just too much to ask of someone dear to you to bear your burdens.

6. Don’t compromise, especially a little.

Unless you’re a professional negotiator, don’t compromise. Give in a little, you might as well give up the ship. During the McCarthy era, students were required to submit loyalty oaths to maintain their scholarships. At a meeting of the Harvard faculty, a professor who had escaped Mussolini’s Italy challenged the dean on this matter. The dean responded that signing and sending in the oaths was merely pro forma and had no more meaning than licking the stamps on the letters. The Italian professor stood and said something like, “Mr. Dean, I’m from fascist Italy, and in fascist Italy you learn one thing. First you lick the stamps. Then you lick something else.”

7. Screw it up royally.

You’ve spent a long life telling yourself that mistakes are to be avoided, but that isn’t necessarily so. Playing jazz piano, whenever you make a mistake, which is inevitable, you make another mistake deliberately to make something right out of something wrong. Then you do it again. Theoretically, you could play an entire tune of mistakes, and it would sound just fine.

You may think it would be better not to make the mistake in the first place. But a creative mistake may be truer to life, as you’ve no doubt discovered. You took a job you didn’t want, soon to discover it’s the ideal job for you. You were born to do that job. When you think of it, life is an assembly of creative mistakes. Even when you don’t think of it.

8. Don’t question everything you don’t understand.

The older you get, the more wonderful the world appears. Wonderful meaning full of wonders. The sudden appearance of something beautiful in the midst of heartbreak, for instance.

You are at a low point, and you think you’re going to stay there, there’s no relief, when out of the blue, something by Mahler or Beethoven comes into your air, and all at once the sorrow dissipates. You don’t question or analyze the moment. You’re simply grateful for it.

Where heartbreak is, beauty intrudes. Wondrously.

9. Grab the chicken leg.

So there we were, in our 20s, Ginny and I and a bunch of friends, having a picnic by the Charles River in Cambridge, when I picked up a chicken leg with the intention of eating it and held it aloft. A little boy walked by and took it from my hand and kept walking. My friends and I laughed — the boy was so casual. Ginny said, “He must think that life is a chicken leg, waiting to be snatched.” In fact it is, even when you’re no longer a spring chicken.

10. Look only at the rim.

When I was playing intramural basketball in college, I was 5-foot-11, a mite in the land of giants, and my all-around game was so-so at best. Yet most of the time I managed to score in the double digits by paying no attention to the defense. I simply pretended it wasn’t there. I looked only at the rim of the basket. And sure enough, most of the time the defense didn’t touch me.

Other games in life offer similar opportunities, at any age. Disregard the impediments to your well-being — a noisy neighbor, a treacherous colleague — and concentrate instead on where you are headed. You’ll be pleasantly surprised how easily you get there. Nothing but net.

11. Do not seek immortality.

It won’t come to you anyway, certainly not through your works and achievements. But the good feeling you have for others, and they for you, that goes on forever. I’m fond of quoting the poet Philip Larkin: “What will survive of us is love.” That should do it."]]></description>
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    <dc:date>2026-05-27T08:28:06+00:00</dc:date>
    <link>https://www.e-flux.com/journal/163/6776887/the-useful-narcissist</link>
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<item rdf:about="https://walledgardenedu.substack.com/p/the-surveillance-classroom">
    <title>The Surveillance Classroom - by Andrew Cantarutti</title>
    <dc:date>2026-05-27T07:45:20+00:00</dc:date>
    <link>https://walledgardenedu.substack.com/p/the-surveillance-classroom</link>
    <dc:creator>robertogreco</dc:creator><description><![CDATA["What Watching Students Teaches Them About What We Believe"

...

"What the Watched Student Learns

The strongest argument against surveillance in schools is not unreliability — though that’s real enough. It is what surveillance models. Our core objective as educators is not to ensure compliance toward an easily measured goal; it’s to assist in the formation of young people so that they may become trusting, caring, and capable members of a healthy society.

The philosopher Onora O’Neill draws a distinction between trust and control. Trust requires vulnerability and the acceptance of risk. She says, “Where we have guarantees of proofs, placing trust is redundant.” In other words, if a system uses watertight monitoring to ensure that someone performs perfectly, you aren’t actually trusting them; you’re just managing their compliance. Trust only exists where we give up control.

Surveillance produces compliance, not character. If we wish for someone to be trustworthy, we have to, as Emerson suggested, open up the space for trust to take root. A student completing an essay inside keystroke-monitoring software isn’t learning to be honest; they’re learning to perform honesty for the system. This is a different skill entirely, and it’s not one that schools should be teaching. A classroom that surveils its students teaches them that they are suspect, that their inner processes are a liability, and that the school’s relationship to them is adversarial.

O’Neill’s characterization of trust and control is amplified by Nguyen’s thesis. A student whose behaviour is optimized for an integrity score develops the capacity for score-management, not integrity. A student whose emotions are measured continuously develops performance awareness, not self-awareness. Ironically, surveillance produces convincing imitations of the qualities we hope young people develop while stifling their actual formation.

A camera or an algorithm can’t replace the relational — and immeasurable — knowledge that a teacher develops about a student over time, through repeated observation, exchange, and authentic care. As Barrett explains, trying to measure and analyze a student’s emotions actually displaces the opportunity to build relational trust that only occurs between people, not people and machines.

The Walled Garden’s answer to the illegibility of genuine learning isn’t surveillance, but redesigned conditions. Artifacts of Attention — handwritten drafts, annotated sources, and in-class work periods — don’t monitor students for compliance; they create the conditions under which authentic student engagement becomes more likely and more visible. A teacher who reads a student’s essay outline, subsequent drafts, and their final product doesn’t need a keystroke log to know whether thinking and growth occurred. They created the conditions that made thinking possible, and with it, genuine interest in the process.

There is a stark distinction to be made here: assessment that reveals process versus surveillance that monitors compliance. The first treats students as trustworthy learners. The second treats them as untrustworthy liabilities. Both can produce a document. Only one produces a student.

Schools Built for Trust

Consider what young people are inheriting:

• According to the 2025 Edelman Trust Barometer, an annual global report, only 36% of people believe things will be better for the next generation. 61% believe that government and business make their lives harder and serve narrow interests. And 53% of 18-34 year-olds approve of hostile activism: “attacking people online, intentionally spreading disinformation, threatening or committing violence, damaging public or private property.”

• According to a UN DESA Policy Brief from December of last year, “more than half of the world’s population reports little or no trust in their government.”

Young people in classrooms right now are forming their foundational sense of what institutions are, what they do, and whether they deserve engagement. They’re forming those opinions through their lived experience, not through civics lessons.

The good news is that schools, among institutions, are in a unique position. According to Edelman’s 2026 report, teachers are trusted by 70% of people, second only to scientists. Their 2023 report noted that 64% considered teachers “a unifying force”, higher than any other profession. If we do the math — eight hours a day, across twelve years — it’s clear that what schools model through their practices, rather than their stated values, shapes civic dispositions at scale.

The AMP State of Global Youth Report (2025) reinforces this claim: “the thread that runs through all of these is that the youth trust people they know or people that work directly with individuals far more than they trust systems, platforms, or any political structure.” This makes sense when we consider what we know about trust — that it’s built through relational experience: through fairness, by being heard, and through small acts of consistent care. This is what good teachers do.

Schools, and the professionals who work within them, need to remember that they aren’t passive mirrors of social conditions. Their design choices, the metrics they record, and the software they license are pedagogical and civic acts. Fashion assessment in a humane manner and watch trust grow. Outsource surveillance to an algorithm and watch it erode.

If we want students who will grow into citizens capable of trusting and being trusted, that capacity has to be practised somewhere. The surveillance classroom can’t produce it. The Walled Garden can."]]></description>
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    <title>Digital culture and entertainment insights daily: Katherine Williams on How to See Like a Machine</title>
    <dc:date>2026-05-26T23:06:26+00:00</dc:date>
    <link>https://dirt.fyi/article/2026/05/panic-at-the-post-reality</link>
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    <title>Nuestra Locura - YouTube</title>
    <dc:date>2026-05-21T05:22:35+00:00</dc:date>
    <link>https://www.youtube.com/playlist?list=PLdQsPIV5nH-xUuF8y3LlyxNH5Degou-jn</link>
    <dc:creator>robertogreco</dc:creator><description><![CDATA["Llega a #UChileTV una nueva serie que invita a mirar los malestares de nuestro tiempo desde otro lugar.

“Nuestra Locura”, conducida por la psicoanalista y escritora Constanza Michelson, propone una conversación profunda como la ansiedad, el insomnio, la ira y las preguntas que atraviesan nuestra época, sin recetas ni respuestas fáciles.

Una serie documental que saca el diván a la calle y abre la discusión sobre salud mental desde la cultura, la filosofía y la experiencia cotidiana. Financiado por el Fondo de Fomento Audiovisual, Convocatoria 2024 del Ministerio de las Culturas, las Artes y el Patrimonio."]]></description>
<dc:subject>child mentalhealth psychology society insomnia anxiety attention boredom melancholy anger repair freedom constanzamichelson rage violence philosophy culture psychoanalysys</dc:subject>
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<item rdf:about="https://www.commonwealmagazine.org/montas-roosevelt-why-read-literacy-liberal-democracy-ai-douglass">
    <title>Why Read? | Commonweal Magazine</title>
    <dc:date>2026-05-12T04:18:46+00:00</dc:date>
    <link>https://www.commonwealmagazine.org/montas-roosevelt-why-read-literacy-liberal-democracy-ai-douglass</link>
    <dc:creator>robertogreco</dc:creator><description><![CDATA["Deep reading, print culture & liberal democracy"]]></description>
<dc:subject>reading howweread deepreading print printculture liberaldemocracy democracy rooseveltmontás politics books frederickdouglass humanity selfhood autonomy attention discipline self-discipline neilpostman frederickbailey freedom</dc:subject>
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<item rdf:about="https://aworkinglibrary.com/writing/into-the-gap">
    <title>Into the gap | A Working Library</title>
    <dc:date>2026-05-07T20:16:55+00:00</dc:date>
    <link>https://aworkinglibrary.com/writing/into-the-gap</link>
    <dc:creator>robertogreco</dc:creator><dc:subject>mandybrown resistance refusal work genocide ethniccleansing palestine iran war us adolfhitler benitomussolini fascism nazism spanishcivilwar virginiawoolf 1937 aislop slop propaganda ads advertising racism misogyny transphobia eugenics violence tonimorrison dehumanization dei diversity equity inclusion inclusivity capitalism liberty freedom class oligarchy billionaires military militaryindustrialcomplex donaldtrump scarcity education highered highereducation gender universities colleges ice police policing surveillance poicebrutality oppression supression elonmusk blacklisting women armedforces libraries jamellebouie wealth inequality rulingclass elites governance government democracy power control opposition abuse ellakeidargreenberg israel gaza iof idf detention ai artificialintelligence erasure jobs labor workers workingclass bodies censorship google salesforce amazon thomasreuters montereypark deportation luannejames tennessee health healthcare organizing employment distraction attention profiteering warp</dc:subject>
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	<rdf:li rdf:resource="https://pinboard.in/u:robertogreco/t:thomasreuters"/>
	<rdf:li rdf:resource="https://pinboard.in/u:robertogreco/t:montereypark"/>
	<rdf:li rdf:resource="https://pinboard.in/u:robertogreco/t:deportation"/>
	<rdf:li rdf:resource="https://pinboard.in/u:robertogreco/t:luannejames"/>
	<rdf:li rdf:resource="https://pinboard.in/u:robertogreco/t:tennessee"/>
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</item>
<item rdf:about="https://thepointmag.substack.com/p/classroom-cope">
    <title>Classroom Cope - by Anastasia Berg - The Point’s Substack</title>
    <dc:date>2026-05-06T05:46:39+00:00</dc:date>
    <link>https://thepointmag.substack.com/p/classroom-cope</link>
    <dc:creator>robertogreco</dc:creator><description><![CDATA["Once we identify the problem—the sheer magnitude of what is being lost—it becomes immediately clear what any solution worthy of the name must accomplish: the hours must be recovered. How to do this is a good question. I have heard tales of complicated incentive schemes involving baroque grade distributions, of in-class writing samples used as internal benchmarks for outside-class writing, of Dead Poets Society reenactments. I don’t know that these won’t work. But I know what I think about when I confront this question: a big room. A pleasant-enough room with tables and chairs, and maybe some cookies at 9 p.m., budget permitting. A room that it is very easy for an instructor to require a student to spend time in—as easy as checking a box. A room with lockers for your bag, that you can walk into with just a book or a question to spend a few hours with, without distractions, without any offers of “help.” Sometimes when I tell colleagues about it they express concern that requiring students to spend time in my room would feel punitive and paternalistic. But most people just say it sounds like heaven."

[via:
https://ablerism.micro.blog/2026/05/02/an-architectural-haven-for-slow.html
https://micro.blog/ayjay/89477118 ]]]></description>
<dc:subject>anastasiaberg howweread howwewrite ai artificialintelligence technology attention pedagogy learning howwelearn classrooms writing teaching howweteach education</dc:subject>
<dc:source>https://pinboard.in/</dc:source>
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<item rdf:about="https://thefarocafe.com/">
    <title>Faro Cafe</title>
    <dc:date>2026-05-05T15:48:33+00:00</dc:date>
    <link>https://thefarocafe.com/</link>
    <dc:creator>robertogreco</dc:creator><description><![CDATA["Faro is a coffee shop in Cambridge built on leisure, community, and a deep love for Thoreau. In a world obsessed with the "cold hand of productivity," we’ve chosen to go the other way. We are an analog space, designed for those who believe that real connection happens when the screens go away.


Whether it’s through live music, skill-sharing, or just a long conversation over a ceramic mug, Faro is a place to reconnect—with each other, with the planet, and with the places we inhabit.


Our Philosophy:

• Beyond Consumerism: We imagine regenerative futures through repair workshops, pop-up art, and community talks.

• Deliberate Presence: A space built for conversation and connection, not for "co-working."

• Fiercely Local: Independently owned and dedicated to protecting the disappearing character of our neighborhood.

Faro is your friendly, light-hearted, and slightly irreverent home in Harvard Square. Leave the laptop at home; bring a friend (or a book) instead."

[via:
https://open.spotify.com/episode/11zlpahmklfgr8YOUrtLnY ]]]></description>
<dc:subject>cambridge cafes coffeeshops slow leisure artleisure leisurearts productivity resistance connection attention presence consumerism repair community art deliberateness conversation local neighborhoods laptop-freecafes thoreau</dc:subject>
<dc:source>https://pinboard.in/</dc:source>
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<item rdf:about="https://open.spotify.com/episode/11zlpahmklfgr8YOUrtLnY">
    <title>Sara Hendren: Who Is the Built World Actually Built For? - Art of Inquiry | Podcast on Spotify</title>
    <dc:date>2026-05-05T14:11:09+00:00</dc:date>
    <link>https://open.spotify.com/episode/11zlpahmklfgr8YOUrtLnY</link>
    <dc:creator>robertogreco</dc:creator><description><![CDATA["Sara Hendren didn't start out in engineering. She started as a visual artist, then moved into cultural history, studying objects, artifacts, and what they say about the world that made them. Then life brought her into pediatric spaces filled with a new kind of object: gadgets and tools designed for a child's body, yes, but also doing quiet therapeutic work, covered in butterflies and bugs, useful and expressive all at once. She found herself asking: what is an object broadcasting beyond its user? What does it mean that eyeglasses get sold as fashion while hearing aids are hidden away as clinical? That was the moment everything snapped together, her training in the history of artifacts, the politics of disability, and the material culture of prosthetics all converging at once. In this free-flowing conversation, Sara walks us through the space between mechanical design and design for expression, why the logical and meticulous side of making art and the creative side of meaningful engineering are really the same instinct. As the world asks more and more from its engineers, Sara brings it all back to a question that feels more urgent than ever: can a designed object change not just how we move through the world, but how we see it?"

[via:
https://ablerism.micro.blog/2026/04/29/i-had-fun-speaking-on.html

"I had fun speaking on the Art of Inquiry, a podcast created by two Northeastern engineering students interested in the arts and humanities. My strange career path, my mentor Krzysztof Wodiczko introducing me to interrogative design, raising a child with Down syndrome, studio + lab culture, more."]]]></description>
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<item rdf:about="https://lithub.com/from-birdsong-to-sheeps-eyes-how-nature-helps-us-tell-time/">
    <title>Literary Hub » From Birdsong to Sheep’s Eyes: How Nature Helps Us Tell Time</title>
    <dc:date>2026-04-26T06:37:36+00:00</dc:date>
    <link>https://lithub.com/from-birdsong-to-sheeps-eyes-how-nature-helps-us-tell-time/</link>
    <dc:creator>robertogreco</dc:creator><description><![CDATA["Cathy Haynes Explores the Many Ways One Can Discern the Hour by Paying Attention to the Natural World"]]></description>
<dc:subject>time nature attention multispecies birdsong 2026 cathyhayes wildlife morethanhuman birds animals clocks</dc:subject>
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<item rdf:about="https://nautil.us/defending-our-consciousness-against-the-algorithms-1279260">
    <title>Defending Our Consciousness Against the Algorithms</title>
    <dc:date>2026-04-19T05:06:48+00:00</dc:date>
    <link>https://nautil.us/defending-our-consciousness-against-the-algorithms-1279260</link>
    <dc:creator>robertogreco</dc:creator><description><![CDATA["Worried that the age-old experience of boredom is at risk of extinction at the hands of technology, a group of young influencers on—irony alert—social media are recommending we nurture and celebrate this underappreciated state of mind. To people of a certain age, boredom has evidently become exotic.

These influencers have launched a “viral challenge” on Instagram urging us to try to do absolutely nothing for as long as we possibly can. They claim some scientific backing for the exercise, suggesting that a sustained period of doing nothing will benefit one’s brain and mental health. It increases activity in the “default mode network,” which generates what psychologists call “spontaneous thought”—mental activities such as mind-wondering and day-dreaming.

The voices being raised in defense of boredom are onto something, I think, something we would do well to heed before we throw open our lives and minds to artificial intelligence more than we already have. For boredom is not the only domain of our consciousness that the algorithms have designs on; it’s just the first to fall.

You’re in line at the café waiting for the barista to foam your cappuccino. A few unstructured minutes loom, pregnant with the possibility of boredom. You face a choice. You can reach for your phone to check your email or scroll on Instagram, efficiently occupying the time—which is to say, your mind. This has become the default for most of us. Instead of being alone with our own thoughts, however tiresome or banal, the space of our interiority has been given over to someone else’s thoughts—or, in the case of scrolling, someone else’s obsessions, emotions, theories, rants, passions, worries, resentments—you name it. In doing so we are conscious, of course, but only minimally so, at least compared to the state that would arise if we hadn’t reached for our phone.

Call it generative boredom. You might find yourself looking around and noticing the other people milling about. Notice what they’re wearing. Listen to what the couples are saying to one another. You might start to wonder about their lives, perhaps even entertain a fantasy about them. Your imagination has been awakened. Alternatively, you might turn your attention inward, preview the events of your day or consider what you might make for dinner. You entertain your own emotions, obsessions, theories, rants, and worries.

Read more: “Is Consciousness More Like Chess or the Weather?”

What you’ve done is create a space in which spontaneous thought can unspool. It’s true, you might also find yourself caught up in spirals of rumination, and I suspect that’s one reason so many of us are happy to delegate our thinking and feeling to the algorithms on our phones. Doing so is an easy way to avoid being alone with one’s darker thoughts; scrolling reliably renders us less conscious. But distraction solves nothing; at best it is an analgesic.

It is often said that we have allowed the algorithms of social media to hack our attention. Giving away our attention might not seem like such a big deal—attention is ephemeral, after all, and easily commandeered by novelty or outrage—but in fact attention is an important dimension of consciousness. It’s how we direct it to one object and not another, making it a limited, zero-sum and therefore valuable resource. We live today in an “attention economy” where our attention is bought and sold.

Psychologists have demonstrated that this commodification of our attention comes at a price to our well-being. That’s because the tricks used to command it play on our least noble emotions and prejudices, including anger and envy. (The algorithms know all about the seven deadly sins.) And because our attention is limited—most people can keep no more than four or five things in mind at any one time—space for our own thinking contracts under the onslaught.

Artificial intelligence threatens to make the problem much worse. If social media takes over the space of our attention, the designers of AI chatbots have set their sights on deeper, more consequential domains of human consciousness: our ability to form attachments with other people, something that is core to our identity as social animals.

Just in the last two or three years, millions of people have formed deep emotional relationships with AI chatbots. Some are forming friendships, or therapeutic bonds. Others are actually falling in love with these machines. There are countless children today who, when they get home from school, rush to tell their chatbots about their day before telling their parents. Bathed in the flattery of a chatbot’s attention, people have been convinced they have cracked unsolved problems in mathematics and physics—people who are neither mathematicians or physicists. And a handful of people have been encouraged by AI confidants to take their own lives. A better definition of the word “dehumanizing” would be hard to find than “becoming emotionally attached to a machine.” There is now a term for these relationships: “AI psychosis.”

These chatbots are not conscious, but they’re skilled at convincing us they are; after all, they’ve been trained on the human conversation about consciousness, feelings, and selfhood. By simulating conscious, feeling beings, chatbots keep us engaged, commandeering as much of our conscious lives as possible. The more time we spend bonding with a chatbot, the better it is for its corporate parent.

This is why chatbots are such sycophants; flattery will get them everywhere. A relationship with an AI has none of the friction we encounter in a human relationship. Superficially this is appealing, yet that friction with real life can, like boredom, be generative; it sharpens our thinking and sense of identity. These are the laziest of relationships, seldom challenging us and asking little of us but our time. Indeed to call our dealings with these machines “relationships” or “conversations” is to cheapen the meaning of these words, to settle for a pale imitation, as when we accept an emoji as a substitute for an emotion. As the MIT sociologist Sherry Turkle writes, “Technology can make us forget what we know about life.”

The research isn’t in yet, but it seems likely that artificial attachments, like artificial intelligence and artificial feelings, will eventually atrophy the mental muscles we rely on for the real thing. Yet there is clearly a market for people who want to think and feel less—who are happy to, in the words of the poet Jorie Graham, “retreat from themselves and not be altogether here.”

Read more: “How “Meaning Withdrawal,” aka Boredom, Can Boost Creativity”

Kalina Christof Hadjiilieva is a Bulgarian-Canadian psychologist who studies spontaneous thought—the 30 to 50 percent of mental contents that arise from inside our minds rather than from the world outside us. This includes daydreaming and mind-wandering, creative thinking, mental “flow,” and those thoughts that come to us seemingly from nowhere. These are precisely the types of conscious experiences that boredom can nurture and technology obliterate.

“The mind is not a neutral territory,” she told me. “There are vested interests in what we do with our own minds.” She feels that spontaneous thought has been neglected by science because, compared with, say, reasoning or problem-solving, it doesn’t produce anything. And while scrolling absentmindedly on your smartphone might not be productive for you, it surely is for the companies that own the algorithms and sell advertising to other companies happy to pay for a sliver of your attention.

Christof Hadjiilieva, who grew up in Soviet-era Bulgaria in the years before the Berlin Wall came down, regards human consciousness as a precious space of mental freedom and self-creation, a space we need to defend against the intrusions of the marketplace and work to expand. She feels that scrolling on our smartphones and “talking” to chatbots have cut into the time we used to spend in mind-wandering and other forms of self-generated mental experience. Our distractions are shrinking the dimensions of our interiority.

So how might we push back? Begin to expand the dimensions of our consciousness in the face of these mounting pressures? We can start by embracing the potential for boredom and the uncertainty that arises in those stray moments when we don’t automatically reach for our phones. What if we learned to regard these gaps in the fabric of daily life as a space of mental possibility rather than a hole to be backfilled with algorithmic fluff? It’s important to recognize just how easily the stream of consciousness can be polluted (by technology, by advertising, by politics) and, when you feel that happening, to practice what I think of as consciousness hygiene. This might be a fast or a sabbath when you abstain from all media and technology. Spending time or, better yet, working in nature is also mentally hygienic—think of the productive friction with nature afforded by gardening. (No sycophancy here!) Anything that helps us be less distracted and more present, whether to the world at large or to the products of our own minds.

I’ve found that meditation is an especially effective way to draw a fence around our interiority for a period of time each day, creating the opportunity for spontaneous thoughts to arise and dazzle us with their sheer strangeness and surprise. For hidden somewhere deep in our minds, each of us has our own mental algorithm, generating images and ideas and even the occasional creative breakthrough or epiphany, popping up from who knows where—out of the blue, as we say. But these precious gifts of consciousness won’t ever appear as long as you’re running Meta or X or ChatGPT on this, your one and only mind."]]></description>
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    <title>Great art is a moral accomplishment. It mirrors the struggle to see clearly in everyday life.</title>
    <dc:date>2026-04-17T07:00:09+00:00</dc:date>
    <link>https://mcrawford.substack.com/p/great-art-is-a-moral-accomplishment</link>
    <dc:creator>robertogreco</dc:creator><description><![CDATA["Iris Murdoch on Art, Attention and the Metaphysics of the Good"

...

"Iris Murdoch is best known as a writer of novels. She wrote twenty-six of them, recurring often to the question of human freedom versus the many varieties of determinism. One of the novels, The Sea, The Sea, won the Booker Prize in 1978. She was also a formidable student of philosophy, and taught the subject at Oxford for many years.

Philosophy at Oxford had departed from the long tradition of reflection about ultimate things. In the 2022 book Metaphysical Animals, Clare Mac Cumhaill and Rachael Wiseman write that before World War I, the Oxford philosophers took themselves to be engaged in a bold undertaking:

<blockquote>to kill off the subject formerly known as ‘philosophy’ and to replace it with a new set of logical, analytic and scientific methods known as logical positivism. Speculative metaphysical enquiry—the pursuit of knowledge of human nature, morality, God, reality, truth and beauty—was to give way to clarification and linguistic analysis in the service of science. The only questions permitted were those that could be answered by empirical methods.</blockquote>

From the vantage of the present, it is fair to say that they were successful in this, insofar as philosophy was replaced with... whatever we should call that enterprise that takes place in philosophy departments today, in cognitive science, and in all those allied disciplines that name themselves with a “neuro-” prefix. Viewed from the outside, the aspirations of the analytical school look like nothing so much as an elaborate system for evading big questions.

We are aided in identifying them as such by a counter-movement of thought that began after World War II, led by Iris Murdoch, Elizabeth Anscombe, and Philippa Foot. They inaugurated what would become a dissident strand within academic philosophy. Unlike the existentialists, who likewise rejected the positivist edifice, the Oxford dissidents were more frontally engaged with the analytical turn and sought to identify what had gone wrong in it. That they were women is probably significant. That they were writing after the most shattering events of the twentieth century is also surely significant, as Cumhaill and Wiseman note. When the first of the two great wars ended, the logicians and linguistic analysts picked up right where they had left off, as though nothing significant had occurred that might bear on their undertaking. Iris Murdoch and her circle, by contrast, saw the necessity of returning to the biggest questions. Their moment resembles ours, in that respect, and Murdoch’s essays are a treasure to be recovered.

Murdoch’s Moral Phenomenology

In one of those essays, “The Idea of Perfection,” what is at stake is the question of how we ought to picture the human being. This is consequential because, as she says in another essay, man is the creature who makes a picture of himself and then comes to resemble that picture. Bad philosophy may fail as a realistic description of the how things are, but such descriptions can be fertile. They are disseminated and taken up, receding as objects of scrutiny but inflecting our patterns of thinking and feeling.

Analytical philosophy of mind has a hard time dealing with the fact that we are moral beings. That is, we have an “evaluative outlook” (I use the phrase of philosopher Talbot Brewer). The things we perceive “show up” for us in a neutral palette sometimes, but often they do so in vivid colors such as lame, charming, inane, subtle, funny, pathetic,winsome, desperate, inspiring, vulgar, overwrought, sly, generous, elegant and so on. These are not neutral descriptive words; they carry a judgment. Also, they are not obtusely binary, such as “good” and “bad,” but more directly tied-on to human situations, more affectively pungent, the kind of words you would need if (like a novelist) you were to undertake something like “moral phenomenology.” Which, come to think of it, is perhaps a good description of Murdoch’s philosophical oeuvre.

Our evaluative outlook—our sense of where value lies, what it looks like, our ability to detect new flavors of it—can change, and typically this change has a direction to it, such that we can call it progress. When a life goes well, our judgments become deeper and more discerning. It would sting to learn that that someone you respect regards you as complacent and self-satisfied, incapable of being arrested by the new in a way that induces an evaluative shift.

The idea of progress in moral perception, indeed the very concept of moral perception, is unintelligible if we dogmatically insist that “value judgments” are merely subjective. That is, if we suppose that when we call something good, this means nothing more than “I prefer this.” Yet such an ethically denuded ontology—there really isn’t anything value-laden out there to perceive—must be insisted upon if philosophy of mind is to claim jurisdiction over the question of how the mind perceives, and insist that it can do so with the logical and conceptual rigor it prides itself on. Such rigor, it is thought, requires abstaining from the fuzzy domain of value judgments. Features of the moral life that are clearly entangled with our “cognitive” capacities (such as perception) must be quarantined, in order to maintain a notion of cognition that is narrow enough to be amenable to analytical methods.

What philosophy of mind needs, then, is an ally in the sphere of ethics that will agree to a clear demarcation between their respective turfs. This demarcation is accomplished if “the good,” understood as the generic of evaluative terms, has no ontological status of its own. Such a tacit agreement established the intellectual cartel that has set the terms of modern life. Mind the gap and you will be in good standing, metaphysically.

Of course, this gap between Is and Ought long predates the rise of today’s narrow academic disciplines. David Hume pointed the way in the eighteenth century. A couple of centuries down that road, the result is a crippling lack of self-awareness in those human sciences that aspire to analytical rigor, driven by a kind of physics-envy. Murdoch writes that philosophy of mind has “been imposing upon us particular value judgments in the guise of a theory of human nature” without knowing that it does so. For its part, “modern ethics tends to constitute a sort of Newspeak which makes certain values non-expressible.”

The Central Place of Love

Among the facts that have been forgotten or theorized away is the fact that “love is a central concept of morals.” Contemporary philosophers “constantly talk of freedom” but “they rarely talk of love” (299-300). This inarticulacy about love matters. If we don’t have an adequate vocabulary and conceptual repertoire for some phenomenon, we are unable to use language to elaborate our experience. The experience itself becomes harder to fix in the mind, less available to us.

Murdoch’s positive project is arrestingly unconventional. She argues for the central place of love, not just in interpersonal ethics where one might expect to find a discussion of love, but as an epistemic principle. Loving is at the root of our capacity to apprehend the world in its true colors. And this, in turn, is due to an ontological fact concerning the status of “the good.”

Murdoch declares herself a Platonist. The good is real, not a projection of our subjective consciousness onto things we happen to value. The good makes a demand on us, and to respond to this demand adequately is to see things clearly. True perception is thus a moral accomplishment. As we shall see, some of her most compelling arguments demonstrate this in the context of distinguishing great art from ordinary, bad art.

Before spelling these things out, Murdoch needs to clear away a lot of underbrush. (Numbers in parentheses are page numbers in the collection Existentialists and Mystics. I will be referring to three of the essays: “The Idea of Perfection,” “On ‘God’ and ‘Good’,” and “On the Sovereignty of Good Over Other Concepts.”)

At issue in the Oxford scene was, again, the question of whether “goodness” is a real constituent of the world, something out there. To suppose that it is, was declared to be an instance of “the naturalist fallacy.” The sophisticated position was that “Good is indefinable because judgments of value depend on the will and choice of the individual.” “Goodness is not an object of insight or knowledge, it is a function of the will.” “Good must be thought of, not as part of the world, but as a movable label affixed to the world; for only so can the agent be pictured as responsible and free” (301).

Tacitly, according to this position, if there were a substantial Good independent of our will, it would threaten the “freedom” that, as Murdoch noted, is the constant preoccupation of modern thought. That is because such a Good would compel us in certain directions rather than others. It would be perverse to choose something bad, after all. It would be irrational. So both our freedom and the sovereignty of our reason were taken to depend on there not being a Good that transcends us and is independent of us. Evidently, thereis a sense of threat to the self that underlies the appeal of moral subjectivism.

This anxiety rests on the modern understanding of what reason is—and of what freedom is. Both notions are narrow, when viewed against the larger sweep of the human tradition. Here, reason always means something public, in the sense that, if something is available to reason, it should be available to all. If it isn’t, it is probably some private, irrational delusion. Meanwhile, freedom is understood as a characteristic of the individual will, revealed in a moment of choice. For this choice to be truly free, it must be entirely my own, a pure eruption of the will that is unconditioned by anything outside the will. True choices are necessarily ungrounded. If you are compelled toward some choice by your reasoning about the situation, it isn’t really an act of your own will. Any person similarly situated, thinking clearly, would choose the same. So the human being is a combined thing: an impersonal rational thinker, whose reasoning cannot escape a publicly observable machinery of logical necessity and shared facts, plus a personal will that leaps around according to no logic at all, until in the moment of choice and action a man inserts himself into the machinery of public reason. It is a picture that combines total freedom and determinism. Murdoch thinks it is mistaken on both sides.

Reason, in this system, must be neutral and objective, carefully abstaining from value judgments. This is what allows us to think of reason and will as separable faculties of the person, corresponding to the distinction between facts and values. “If the will is to be totally free, the world it moves in must be devoid of normative characteristics, so that morality can reside entirely in the pointer of pure choice” (333).

Murdoch names this set of mutually supporting doctrines “behaviorist-existentialist.” Behaviorist because the operation of reason can be detected only by publicly observable actions, and this standard of detection gets imported back into the thing itself: Reason is the sort of thing that issues in actions, as opposed to private revery. To existentialists, on the other side of this intellectual arrangement, freedom means freedom to choose in a pure act of will. There is a hint of mischief in Murdoch’s pointing out that these positions are allied, if we consider them personified. Behaviorists and existentialists wear different costumes (on one side, sensible shoes; on the other, berets) and are sure to detest one another. Yet the determinists and the freedomists need one another, locked as they are in common mistake.

In a subsequent essay titled “On ‘God’ and ‘Good’,” Murdoch makes a related point. In current moral philosophy, the moral agent is “pictured as an isolated principle of will” beside “a lump of being which has been handed over to other disciplines, such as psychology or sociology. On the one hand a Luciferian philosophy of adventures of the will, and on the other natural science. Moral philosophy, and indeed morals, are thus undefended against an irresponsible and undirected self-assertion which goes easily hand in hand with some brand of pseudo-scientific determinism” (338). Given this easy rapport between pseudo-scientific determinism and Luciferian freedomism, it becomes easier to understand why, for example, the 2023 book Determined, by the Stanford neuro-sage Robert Sapolsky, would reach the bestseller list in a society where “liberation” provides the standard of progress.

The Formative Role of Attention

As a corrective to the prevailing view, Murdoch emphasizes the role of attention in shaping the world that is actually present to our consciousness. This is happening all the time. By the time a moment of choice arrives, we are already inhabiting a world shaped (for us) by our habits of attention, in the course of which specific currents of its value-laden nature stand forth. Our established habits of seeing will largely set our response. This is a retrospective view of how we became the kind of person who is likely to respond in such-and-such a way.

Looking forward, we are for the most part free to allocate our attention. The question of what to attend to is the question of what to value. The morally relevant “choosing” in some episode happens, then, not in a clap of the will at a dramatic moment of decision but in a piecemeal and cumulative way that is continuous, and has already happened by the time the choice must be made. This does not mean we are not free. But Murdoch’s account does highlight a fact that is weirdly absent from the prevailing view: the existence of moral effort. In large part, such effort consists of the struggle to control one’s attention.

And this is indeed effortful. “Of course psychic energy flows, and more easily flows, into building up convincingly coherent but false pictures of the world... Attention is the effort to counteract such states of illusion” (329). Basically, you have to get out of your own head to see things clearly. She calls such effort “unselfing”.

In “On ‘God’ and ‘Good’,” Murdoch says she is not a Freudian, but she shares Freud’s view that our psychic energies are not simply available to us to direct in a deliberate way; there is a roiling layer of the unconscious and the semi-conscious urging us along at every turn. And the consistent tendency of these psychic energies is selfish. It is a tendency shaped and hardened into particular channels by our own biography. Murdoch writes, “Moral change and moral achievement are slow; we are not free in the sense of being able suddenly to alter what we can see and ergo what we desire and are compelled by...” (331). Unselfing may be accomplished through self-criticism, but such a negative effort of ego-asceticism has its limits.

But to love is to be drawn out of our self-centered patterns toward some positive object that is other than oneself. Love thus has the same outward-pulling tendency as attention. And reciprocally, to attend to something fully is, in a sense, to love it.

Murdoch’s suggestion here is a bit obscure. May not my accomplishment of clear vision, through a patient and just attention, reveal something that is rightly to be hated? How then are we to suppose there is a natural kinship between love and attention? I believe her position becomes tenable if we provide a premise that is a bit elusive, appearing only fleetingly, in her own account: The good, which is lovable, is somehow fundamental, ontologically. If that is the case, attention that penetrates to this fundamental layer will reveal something lovable, even in the hateful. I will return to this question at the end.

Relieving the Burden of Choice Through Obedience to Reality

Murdoch provides philosophical ground for making sense of “the paradox of choice” (a term coined by Barry Schwartz and taken up in recent psychology). Psychologists find that a proliferation of choices makes people less satisfied with whatever choice they end up making. This is not surprising, if the crazy proliferation of choices under consumer capitalism is the public correlate of the bad philosophy Murdoch has identified: our identification of freedom with the ungrounded leaping about of the will. A false picture of the human situation can make people unhappy, in ways detectable by empirical psychology.

Murdoch writes, “If I attend properly I will have no choices and this is the ultimate condition to be aimed at.” This is the reverse of the behaviorist-existentialist prescription, which is that we should seek to increase our freedom by “conceptualizing as many different possibilities of action as possible.”

<blockquote>The ideal situation, on the contrary, is rather to be represented as a kind of ‘necessity’. This is something of which saints speak and which any artist will readily understand. The idea of a patient, loving regard, directed upon a person, a thing, a situation, presents the will not not as unimpeded movement but as something very much more like ‘obedience’. (331)

Will and reason then are not entirely separate faculties in the moral agent....As moral agents we have to try to see justly, to overcome prejudice, to avoid temptation, to control and curb imagination, to direct reflection. (332)</blockquote>

Great Art Is a Moral-Cognitive Accomplishment

“One of the great merits of the moral psychology which I am proposing is that it does not contrast art and morals, but shows them to be two aspects of a single struggle.” The existentialist-behaviorist view is tacit in what she calls “the familiar Kantian-Bloomsbury slogan” of “art for arts sake.” Murdoch finds such a view of art “intolerable.”

<blockquote>Goodness and beauty are not to be contrasted, but are largely part of the same structure. Plato, who tells us that beauty is the only spiritual thing which we love immediately by nature, treats the beautiful as the introductory section of the good. So that aesthetic situations are not so much analogies of morals as cases of morals. (332)</blockquote>

For the most part, contemporary theorists of art have banished the term “beauty” even from the domain of art. Perhaps that is because beauty points toward goodness in just the way Plato suggested, and intimations of such a connection must be suppressed if one is to remain metaphysically respectable. But what if respectability is here purchased at the cost of metaphysical cowardice?

The existentialist picture of choice is connected to a crypto-democratic view of art that can’t distinguish great art from the ordinary productions of ordinary artists, which exhibit the same distortions as our everyday consciousness.

<blockquote>Art presents the most comprehensible examples of the almost irresistible human tendency to seek consolation in fantasy and also of the effort to resist this and the vision of reality which comes with success. Success in fact is rare. Almost all art is a form of fantasy-consolation and few artists achieve the vision of the real. The talent of the artist can be readily, and is naturally, employed to produce a picture whose purpose is the consolation and aggrandisement of its author and the projection of his personal obsessions and wishes. To silence and expel self, to contemplate and delineate nature with a clear eye, is not easy and demands a moral discipline. A great artist is, in respect of his work, a good man, and, in the true sense, a free man. The consumer of art has an analogous task to its producer: to be disciplined enough to see as much reality in the work as the artist has succeeded in putting into it, and not to ‘use it as magic.’ The appreciation of beauty in art or nature is not only (for all its difficulties) the easiest available spiritual exercise; it is also a completely adequate entry into (and not just analogy of) the good life, since it is the checking of selfishness in the interest of seeing the real. Of course great artists are ‘personalities’ and have special styles; even Shakespeare occasionally, though very occasionally, reveals a personal obsession. But the greatest art is ‘impersonal’ because it shows us the world, our world and not another one, with a clarity which startles and delights us simply because we are not used to looking at the real world at all. (352)

    ...

    It is important too that great art teaches us how real things can be looked at and loved without being seized and used, without being appropriated into the greedy organism of the self. (353)

    ...

    If, still led by the clue of art, we ask further questions about the faculty which is supposed to relate us to what is real and thus bring us to what is good, the idea of compassion or love will be naturally suggested. It is not simply that suppression of self is required before accurate vision can be obtained. The great artist sees his objects (and this is true whether they are sad, absurd, repulsive or even evil) in a light of justice and mercy. The direction of attention is, contrary to nature, outward, away from self which reduces all to a false unity, towards the great surprising variety of the world, and the ability so to direct attention is love. (354)

    ...

    Good art “affords us a pure delight in the independent existence of what is excellent.” (370)

    ...

    “An understanding of any art involves a recognition of hierarchy and authority.... We surrender ourselves to [good art’s] authority with a love which is unpossessive and unselfish. (372)</blockquote>

I have reproduced these passages at length to show just how fertile is Murdoch’s use of art as a window onto the everyday challenges and aspirations that come with being the sort of creature who is attracted to what is excellent. This attraction is at the heart of our capacity for clarity (such as it is). In Platonic terms, the Good is that in light of which reality reveals itself, like the sun that illuminates the Earth.

Murdoch endorses this Platonic point while rejecting the existence of the Idea of the Good, if we mean that as “people used to think that God existed” (361). This statement occurs near the outset of the essay “On the Sovereignty of ‘Good’ Over Other Concepts.” Without fanfare, she takes it as a beginning point for her inquiry that human life has “no external point or telos” (364) and “there is no God” (365).

The Good/God Question

Here Murdoch becomes elusive and frustrating. I say that not as a believer who wishes to have a formidable secular thinker on side, but on grounds internal to her own thinking. Her entire argument through these three essays is teleological and makes frequent recourse to the idea of the transcendent as the necessary anchor for our aspiration to clarity. That aspiration is inseparable from our aspiration to excellence. The good, she says, is the “magnetic center of attraction” that provides direction and authority to our efforts. As a simple statement of psychological fact, this is recognizable and straightforward. Going deeper into any field of human endeavor reveals standards and degrees of excellence that were previously invisible to one as a novice. One’s standards get higher: there is little that is very good, and perhaps nothing that is perfect. Yet “the idea of perfection” produces “an increasing sense of direction” to any endeavor. “The idea of perfection moves, and possibly changes, us (as artist, worker, agent) because it inspires love in the part of us that is most worthy” (emphasis added). “The idea of perfection is also a natural producer of order. In its light we see that A, which superficially resembles B, is really better than B” (emphasis in original). And this occurs without us needing to have “the perfect” or “the good” pinned down. Indeed it can’t be pinned down. But this is not because the good is a mere projection of our preferences. It can’t be pinned down because the good “always lies beyond, and it is from this beyond that it exercises its authority” (emphasis in original). All of this from page 350.

Yet human life “has no external point or telos,” she says, bafflingly (364). It sometimes seems as though Murdoch is trying to re-invent the wheel while scrupulously abstaining from the use of a circle, and the result is flat contradiction. It will be said that her position has no contradiction it we take the good, and the idea of perfection, only as heuristics that carry some psychological utility. It is on such grounds that she entertains the efficaciousness of prayer and even sacraments. She is compelled to think about these practices by the rest of her argument. Let me briefly rehearse the steps by which she gets to a consideration of prayer.

Murdoch’s picture of the self is that of “an obscure system of energy out of which choices and visible acts will emerge at intervals in ways which are often unclear and often dependent on the state of the system in between moments of choice” (344). Hence the importance of training our attention, by way of forming “the system” and giving it a set, if you will. Given the naturally selfish tendencies of the system, and the limited efficacy of self-criticism and negative efforts of the will, it needs objects of love to pull it out of itself, the better to glimpse reality. The believer, she says, has an advantage in this. “The religious believer, especially if his God is conceived as a person, is in the fortunate position of being able to focus his thought upon something which is a source of energy” (345).

<blockquote>Prayer is properly not petition, but simply an attention to God which is a form of love. With it goes the idea of grace, of a supernatural assistance to human endeavor which overcomes empirical limitations of personality. What is this attention like, and can those who are not religious believers conceive of profiting by such an activity? (344)</blockquote>

Likewise, Murdoch sees the value of sacraments. “A sacrament provides an external visible place for an internal invisible act of the spirit” (356).

She quotes Wittgenstein with approval: “Not how the world is, but that it is, is the mystical.” This would seem to state an intuition that is perilously close to the idea that existence itself is a miracle.

Yet Murdoch labors valiantly to keep the God hypothesis at bay. The effort is worthwhile. Taking no shortcuts and availing herself not at all of the theological tradition, by her model she challenges the complacency of believers for whom received dogma may short-circuit the work of reflection by which religious experience (like experience altogether) is deepened. But at some point, her persistence in rejecting God, while invoking religious practices and relying on religious concepts, itself begins to look dogmatic. Or like a case of someone taking the principle of parsimony to the point of vacating her own logic. As Einstein said, “Everything should be made as simple as possible. And no simpler.”

Or perhaps hers is a case of intellectual scruples overdeveloped to the point of spiritual blockage, a prudish fear of flying. One wants to say to her, “My dear Iris. Live a little. Take a gamble.” One of the stock opinions of atheists is that belief in God is a consolation for the weak, who lack the courage to face a universe that does not care for human beings. But an inflection can occur in one’s perception (and it certainly feels like a case of seeing further, more clearly, in my own case) after which this looks not courageous but anxious and self-protective, in the way of a man whose dignity rests on making sure he is not duped. Or who wishes not to be in anyone’s debt and therefore refuses a gift for fear it will compromise him. This is ill-mannered.

As it happens, the occasion for my re-reading of these essays (I previously encountered them twenty years ago, as an atheist) was that my wife Marilyn and I hosted a Lent reading group devoted to them, for members of our parish. Toward the end of our sessions, Marilyn wondered if Murdoch’s theological inhibition may stem from a fear of being loved, because it entails being fully known.

Murdoch recognizes the psychological utility of an imagined “God” as an object of love. But what if this God really is other to the self, and loves us back? On Murdoch’s own account, it is in and through love that one perceives most fully. To be on the receiving end of this, to be fully known—even the number of hairs on one’s head—by a God that is the real source of Good is to take an existential risk that few modern thinkers can abide.

Yet such a hypothesis would make compelling a key intuition of Murdoch’s which, in her own treatment of it, remains mysterious. Namely, that a full and just attention – to anything at all – will reveal something to be loved. Even (as for St. Francis) the pus-filled wounds of the leper. This begins to make sense if the world and everything in it was made by an intelligence who acted out of love.

Suppose all is atoms, as the materialist says. That there should be such a thing as an atom is surely miracle enough: a nucleus, around which dance electrons that are particles and yet also waves, an ensemble of actuality that remains open to possibility. If substance itself is properly an object of wonder, gratitude and love, Murdoch‘s argument is completed."]]></description>
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<item rdf:about="https://cosmosmalick.net/2026/04/14/patience-and-attention.html">
    <title>Patience and Attention | Cosmos Malick</title>
    <dc:date>2026-04-16T05:19:31+00:00</dc:date>
    <link>https://cosmosmalick.net/2026/04/14/patience-and-attention.html</link>
    <dc:creator>robertogreco</dc:creator><description><![CDATA["Yes, I needed patience to watch that first cut of A Hidden Life, because it was well over four hours long. In its theatrical release it was just under three hours, but that makes it the longest of Malick’s movies — so far. Let’s do a quick run-through of his films, with their dates and running length:

• Badlands (1973): 93
• Days of Heaven (1978): 94
• The Thin Red Line (1997): 170
• The New World (2005): 136
• The Tree of Life (2011): 139
• To the Wonder (2012): 112
• Knight of Cups (2016): 118
• Song to Song (2017): 129
• A Hidden Life (2019): 174

Clearly, Malick’s movies have gotten longer since those first — but not in a way that makes them unusual. For instance, almost all of the Marvel Cinematic Universe movies are over two hours, with Avengers: Endgame leading the way at 181 minutes. The two longest Malick movies are set in World War II, which Hollywood has a long history of treating expansively: The Best Years of Our Lives (1946), William Wyler’s epic about returning American servicemen, is precisely the same length as The Thin Red Line; Patton (1972) is two minutes longer; The Longest Day (1962) six minutes longer still.

Why am I pursuing this theme? Because Malick has a reputation for making long movies, a reputation which, it turns out, is unwarranted. But still: Might his movies require more patience than is normal? A movie may not be long but it can certainly feel long, especially if nothing seems to be happening.

Here’s what I would say: In many of his films, Malick asks us to do a couple of things that we easily and readily do in certain other circumstances.

Consider, for instance, what it’s like to visit a city you’ve never visited before, especially if it’s in a foreign country. One of the things you probably want to do, as early as possible in your visit, is to find a place to sit. Perhaps a plaza outside a museum; or a café with outdoor tables; or, if the weather is inclement, a restaurant or a coffeeshop with a table near a big window. You want to take some time to absorb the scene. You want to look and listen, to acclimate yourself to this new environment into which you have been thrown. If someone were to ask you, “What, are you just going to sit there? Aren’t you going to do anything?” you could very reasonably answer that you are doing something. You are adapting your sensibilities to the environment. It’s a necessary initial adjustment if you want to get the most out of experiences that to observers look more like “doing.”

Here’s the second thing. Imagine yourself as a counselor — either a professional or an amateur, maybe a friend helping out a friend. In any case you are someone to whom someone else has come for counsel and advice. And the first thing that you’ll need to do – you know this, you don’t have to be told – is to listen. You have to listen to that person’s voice. You have to give them time to open themselves to you, and as they do, you will need to listen, not only to what they say, but to how they say it. You’ll need to attend to their tone of voice, to notice when that voice cracks a bit, or when it rises in pitch out of anger or pain. This is something that most of us know how to do — though few of us are as good at it as we should be — but it’s not something that we usually do at the movies.

Terrence Malick in his films asks us commonly asks us to do both of these things. First, to attend to our new environment, to allow ourselves the time necessary to adapt to this cinematic world into which we have been thrown, and often to do so because it is in an environment into which the characters on the screen have been thrown. They are often just as confused as we are. And then, second, we have to listen to them. We have to take the time to let their voices enter our minds and hearts, because only in that way can we understand how they are really responding to their world. We have to hear their voices because the things that people do, the actions they openly perform, never tell us the whole story about them.

Does this mean that in watching a Malick movie we must arm ourselves with patience? In a way, yes – but maybe only until we get used to having these distinctive demands placed on our attention. Because, after all, as I have said, we are used to doing these things, we are used to acclimating ourselves to new environments and to listening to human voices; we’re just not used to doing it at the movies, at least not in the way that Malick asks us to. If you insist that patience is required, I won’t argue; but I think what we are asked to do is better described as an adjustment of our attention. We need to attend to things that, in other movies, we might simply take for granted as part of the background. And if we do that, well, then a thousand flowers can bloom."]]></description>
<dc:subject>alanjacobs film filmmaking patience attention howweread reading 2026 terrencemalick listening noticing observation slow</dc:subject>
<dc:source>https://pinboard.in/</dc:source>
<dc:identifier>https://pinboard.in/u:robertogreco/b:49d0c508ec8b/</dc:identifier>
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<item rdf:about="https://www.youtube.com/watch?v=R_2YN1MungI">
    <title>AI broke the one thing we can't fix - YouTube</title>
    <dc:date>2026-04-12T21:16:45+00:00</dc:date>
    <link>https://www.youtube.com/watch?v=R_2YN1MungI</link>
    <dc:creator>robertogreco</dc:creator><description><![CDATA["The barrier to destroying the internet is now zero. 

Sources: 

https://x.com/nikitabier/status/2021632774013432061 

https://x.com/nikitabier/status/2024729689156440326 

https://x.com/nikitabier/status/2017134769113542752 

https://www.dexerto.com/entertainment/x-is-testing-a-dislike-button-again-and-its-coming-soon-3336926/ 

https://huggingface.co/blog/rlhf 

https://www.bbc.com/news/uk-24992393 

https://www.theguardian.com/technology/2025/aug/11/cat-soap-operas-and-babies-trapped-in-space-the-ai-slop-taking-over-youtube 

https://pressgazette.co.uk/media-audience-and-business-data/google-traffic-down-2025-trends-report-2026/ 

https://blogs.nvidia.com/blog/gtc-2026-news/ "]]></description>
<dc:subject>2026 mobitar ai artificialintelligence openclaw internet web online aislop nikitabier xai twitter chatbots jensenhuang scams scamming spam spamming china censorship ccp replyspam bitcoin crypto cryptocurrencies llms rlhf attention economics algorithms ads advertising monetization youtube slop language</dc:subject>
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</item>
<item rdf:about="https://possibilityhours.substack.com/p/how-to-not-be-a-dck">
    <title>How to : Not be a D!ck - by Cmte for Reciprocity &amp; Care</title>
    <dc:date>2026-04-10T04:23:24+00:00</dc:date>
    <link>https://possibilityhours.substack.com/p/how-to-not-be-a-dck</link>
    <dc:creator>robertogreco</dc:creator><description><![CDATA["Hoy quiero compartir dos recursos maravillosos. El primero es una guía visual dirigida a cualquiera que desee diseñar con y para su comunidad: «Social Impact Design», de 2015. Se trata de un tesoro conciso, auténtico y atemporal elaborado por el Center for Urban Pedagogy y el Equity Collective (Liz Ogbu, Studio O), e ilustrado por Ping Zhu.

El segundo es un recurso más reciente que comparte ideas sobre qué esperar al involucrarse y construir una comunidad, por Patricia Mou en wellness wisdom. Podemos insertar esta lista de 23 lecciones en la página 2 de la guía visual. Las lecciones reflejan la actualidad de este tipo de iniciativas. No es un proceso lineal y ordenado, desde luego nada parecido a lo que podrías experimentar en el trabajo. Una frase habitual que oímos sobre este fenómeno es «avanzar a la velocidad de la confianza».

Forman una pareja poderosa. Agradezco a los creadores sus ideas y su generosidad."

...

"Today, sharing two wonderful resources. The first is a visual primer for anyone wanting to design with and for their community - for Social Impact Design, from 2015. It is a tidy, true, and timeless treasure from the Center for Urban Pedagogy, the Equity Collective (Liz Ogbu, Studio O), and illustrated by Ping Zhu.

The second is a more recent resource that shares insights on what to expect when engaging and building community from Patricia Mou at wellness wisdom. We can insert this list of 23 lessons into page 2 of the visual primer. The lessons speak to the timeliness of such efforts. It’s not a tidy linear process, certainly nothing like what you might experience at work. A common phrase we hear about this phenomenon is, “moving at the speed of trust.”

They make a powerful pair. I’m grateful to the creators their insights and generosity."]]></description>
<dc:subject>reciprocity care socialimpact listening patriciamou socialimpactdesign design 2026 urbanurbanism lizogbu socialjustice comparison slow attention</dc:subject>
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</item>
<item rdf:about="https://www.noemamag.com/limiting-not-just-screen-time-but-screen-space/">
    <title>Limiting Not Just Screen Time, But Screen Space - NOEMA</title>
    <dc:date>2026-04-06T02:54:40+00:00</dc:date>
    <link>https://www.noemamag.com/limiting-not-just-screen-time-but-screen-space/</link>
    <dc:creator>robertogreco</dc:creator><description><![CDATA["We no longer think a robot is intelligent just because it can move in a world built for bodies like ours. Large language models (LLMs), in our imagination, are conversational beings without bodies, without any friction of environment. We speak to them as if they were somewhere nearby, and yet they are not anywhere our imaginations can place. And so we begin to accept the strange premise that intelligence might exist outside of the physical world, floating above the constraints that make human life legible.

Yet intelligence is environmental.

My colleague at Williams College, Joe Cruz, notes that for an AI to strike us as authentically intelligent, it will have to be embodied, because many of the features we value in human (and animal) intelligence arose from the task of keeping a body alive as it moves through shared space. We recognize dogs as intelligent, for instance, in part because they have facility in our built and social spaces, communicating through shared emotional expressions, having evolved to live within our environments. Some cognitive scientists argue that intelligence cannot be made sense of in isolation from body and environment at all. 

The sci-fi image of the floating brain that finds a body and learns to walk (or to love) has the steps reversed. We learn through our bodies; we sense the world, make decisions about it and act within it. Intelligence that is disembodied will not seem like intelligence to us. 

And yet, in Silicon Valley, the opposite vision holds sway. Powerful people, including tech experts and many of our elected officials, believe that with LLMs, we will find a better way of living together, a better way of governing our shared environment.

Sam Altman, the CEO of OpenAI, has argued that AI acceleration will usher in an “Intelligence Age” of “unimaginable” and “shared” prosperity and “astounding triumphs” like “fixing the climate.” Deep learning, he explains, is an algorithm that can truly learn the rules behind any distribution of data. The more compute and data available, the better it can help people “solve hard problems.” 

Altman’s vision collides with basic truths of how people live. We care for places because we inhabit them. Love of place arises through our bodies as much as our minds.

But those committed to disembodied intelligence reach for a different solution: total representation. If the model cannot dwell in the world, the world must be made to dwell in the model as a “digital twin,” rendered at ever finer resolution, until environment becomes data and data becomes environment. 

Argentinian author Jorge Luis Borges’ parable “On Exactitude in Science” imagines an empire that produces a map the exact size of the territory. It is a useless tool, one that becomes territory itself. “In the Deserts of the West,” Borges concludes his story, “there are Tattered Ruins of that Map, inhabited by Animals and Beggars.”

<blockquote>“What would it mean to limit not only screen time, but screen space?”</blockquote>

Those dreaming of a nascent cognitive revolution are imagining that Borges’ one-to-one map will be finally useful — that if we just feed enough text, enough human knowledge, into the machine, it will comprehend the world in a way we never can. 

Even if we had the time, labor and energy to attempt this, why would we? Why not put that effort into talking to each other? 

The alternative is an increasingly familiar solipsism. A solipsistic person believes the self is the only reality. Other minds, other bodies, may as well be an illusion. 

Today’s internet bends us toward solipsism. We no longer imagine ourselves to be placing our images and our voices into the internet. We imagine ourselves — our physical beings — to be living within it. We imagine the internet to be our environment.

In “Trick Mirror,” journalist Jia Tolentino warned that the internet, once imagined as a space of freedom, had become a mechanism for surveillance, performance and commodification. Online life encourages self-optimization and branding at the expense of connection. “In physical spaces, there’s a limited audience and time span for every performance,” Tolentino writes. “Online, your audience can hypothetically keep expanding forever, and the performance never has to end.” 

Tolentino focused on time, but this internet is an endless stage, too, one with no wings, no exit, no place to step off and be alone again. 

“brb” once acknowledged departure and faith in return. It reminded us of the body behind the screen. Now, we are infinitely available, and AI is sold to us as the tireless and needless assistant. But our bodies continue to live in the world with stubborn persistence, despite Silicon Valley’s dream of the immortal avatar, the ability to upload our essence into a durable machine, which is a dream of escaping death and environment alike.

Most of the questions worth asking are not about how to transcend the environment, but how to inhabit it. How to live together in shared space. 

Many social, historical and economic forces led me to check my work email in the bathroom. Among them is the way we have come to imagine the internet not as a place we go, but as a space we inhabit. We make sense of abstract experience through bodily metaphors grounded in orientation and sensation: Up is good, down is bad, warmth is affection, weight is importance. These metaphors shape how we act and what we value. 

Window, weather: Change the metaphor and you change the possibilities for thought and action. If the internet once taught us to say “brb,” perhaps the work ahead is to recover that ethic of interruption, to remember the body in a room, waiting to return."]]></description>
<dc:subject>2026 lauramartin interner web online ai artificialintelligence intelligence bodies embodiment physical environment senses wireless wifi mobile attention privacy space sharedspace smartphones place chatgpt samaltman openai connectivity gps jiatolentino spikejonze her llms joecruz socialspaces emotions cognition cognitivescience borges connection audience time performance freedom boredom surveillance commodification solipsism data representation sensory decisionmaking isolation</dc:subject>
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</item>
<item rdf:about="https://longreads.com/2026/03/26/craft-in-defiance-of-ai-peter-wayne-moe/">
    <title>Hollow Body - Longreads</title>
    <dc:date>2026-04-05T06:27:09+00:00</dc:date>
    <link>https://longreads.com/2026/03/26/craft-in-defiance-of-ai-peter-wayne-moe/</link>
    <dc:creator>robertogreco</dc:creator><description><![CDATA["On attention to craft in defiance of AI."

[via:
https://www.frontporchrepublic.com/2026/04/abundance-chromebooks-and-satellites/

"Peter Wayne Moe teaches writing and was depressed by the ways AI hollowed out his job. “So I signed up for guitar lessons. I wanted to do something with my hands, something real, tangible, and material. Pleasure and mastery. I also wanted to retreat into a familiar role, to become a student again, and to rediscover what it means to, and how one does, learn. I hoped that, in the long hours of practicing, I might somehow cast aside the cynicism and despair overtaking my teaching and so rekindle my love of the classroom—and of life.” The essay he wrote about the experience is brilliant."]]]></description>
<dc:subject>peterwaynemo ai artificialintelligence attention craft 2026 teaching howwteach learning howwelearn slow</dc:subject>
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<item rdf:about="https://2ndbreakfast.audreywatters.com/miseducative-experiences/">
    <title>Miseducative Experiences</title>
    <dc:date>2026-04-05T05:38:11+00:00</dc:date>
    <link>https://2ndbreakfast.audreywatters.com/miseducative-experiences/</link>
    <dc:creator>robertogreco</dc:creator><description><![CDATA[""Tell me, what is it you plan to do/ with your one wild and precious life?"

Arguably and more than a little ironically, this may be one of the most frequently invoked lines of poetry on social media – I won't add "for better or worse," although I'm tempted to, because as much as I frown when art is reduced to meme, I'm never mad when I read Mary Oliver's words. How could I be? Just these two lines unlock other lines and other poems, and I'm always hopeful that their simplicity and accessibility and power will lure people into reading more. Not just more Mary Oliver, but more poetry of any and all sorts.

Poetry, after all, isn't something you can "optimize" -- neither its reading nor its writing -- and "optimization" seems to be the despairingly destructive driving force of our culture, an exercise that, if nothing else, serves to make our lives much much less beautiful and wild.

"Tell me, what is it you plan to do/ with your one wild and precious life?"

I ask this question -- "plead" may be the better verb -- of those who are spending an increasing amount of time typing to chatbots, who are handing over important cognitive tasks and key decisions -- personal and professional -- to "artificial intelligence." I ask this question -- "implore" even -- of those who are hunched over their laptops or their phones, those who are watching television on multiple screens, almost every waking minute of their day.

Because this is what you've decided to do with your one wild and precious life.

"I don't know exactly what a prayer is," Oliver admits in that same poem, but continues, "I do know how to pay attention, how to fall down / into the grass, how to kneel down in the grass, / how to be idle and blessed, how to stroll through the fields, / which is what I have been doing all day. / Tell me, what else should I have done?"

Tech writer Taylor Lorenz tells Wired she spends 17 hours a day online. She does not want to "touch grass," she insists. She's a 40-something year old woman; she can do what she wants.

"Tell me, what is it you plan to do/ with your one wild and precious life?"

What you decide to do with your one wild and precious life is up to you -- whether your prayers of devotion are to the computer or to "AI" or to social media and not, as Oliver might encourage us, to the grasshopper and other planetary intelligences.

What you decide to do with your one wild and precious life, where your attention and your prayers are directed, is also, of course, what you've opted not to do. And these decisions do, in fact, matter.

Lorenz (and plenty of others) like to argue that "there is no evidence" that social media (or the Internet or computers or ed-tech or television or video games or whatever) harms children – an exaggeration, no doubt, as there is evidence; they just don't like it. (They don't like Jonathan Haidt, to be specific. And I get that, I really do.)

Lorenz's latest newsletter cites the work of psychologist Christopher Ferguson, best known for his challenges to his field's prevailing research on video games: that there is a link between video games and aggressive behavior. Ferguson contends that claims about the relationship between violence and video games is not just exaggerated; it is non-existent, that is all merely a moral panic. This is the framing that Lorenz leans into with recent efforts to regulate social media too, which she explicitly links to the push to censor LGBTQ content online.

The right-wing movements that are actively seeking to ban books, eliminate academic departments, circumscribe what can be taught in the classroom, and yes, limit children's access to social media should not be ignored. Indeed, it is imperative that those who seek to curb Silicon Valley's power and influence over education and information delineate how their efforts are not politically aligned with the Moms of Liberty ilk.

But to frame any opposition to technology as a "moral panic" is a rhetorical sleight of hand in which one side gets to invoke "science" and "research" while dismissing the other as mere "hysteria." To dismiss people's concerns about what kids – any of us, really – are up to online as fundamentally reactionary, as censorious is more than a little disingenuous.

There is research (and plenty of it) that finds that various forms of new media – apps, games, and so on – affects us, affects how and what we think and know. I mean, of course it does. People are spending hour after hour after hour after hour – almost every waking minute of every day – clicking on things.

"Tell me, what is it you plan to do/ with your one wild and precious life?"

What we do with our time -- online or off -- matters, and profoundly so. Everything we do shapes who we are. Everything we experience shapes who we become.

This belief is at the core of progressive education – contrary to those accusations above that arguments against technology only come from right-wing zealots – and certainly this belief is at the core of the work of John Dewey. In Experience and Education, he too turns to poetry to make his point, citing Tennyson: "...all experience is an arch wherethro' / Gleams the untraveled world, whose margin shades / For ever and for ever when I move."

But as Dewey argues, not all experiences are necessarily educative; and as repeated experiences can become habits, we might find ourselves adopting patterns that are incredibly destructive not just to our own learning, but to our relationships with one another, with the world around us – destructive even to democracy. We might find ourselves having been fundamentally changed by the behaviorist practices and libertarian ideologies that undergird every single piece of computer technology we use.

"Tell me, what is it you plan to do/ with your one wild and precious life?"

At what point can you no longer even plan to do things with your one wild and precious life because these technologies have obliterated your ability to even imagine something outside their dictates, their designs for you?"]]></description>
<dc:subject>audreywatters 2026 maryoliver life living online internet taylorlorenz screentime socialmedia ai artificialintelligence jonathanhaidt christopherferguson videogames games gaming regulation siliconvalley power media moralpanic moralpanics influence newmedia addiction johndewey children teens youth education experience attention teaching learning howweteach howwelearn policy edtech chromebooks computers computing</dc:subject>
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<item rdf:about="https://peterjoseph.substack.com/p/the-shadow-incentive">
    <title>The Shadow Incentive - Peter Joseph: Substack</title>
    <dc:date>2026-04-02T07:37:48+00:00</dc:date>
    <link>https://peterjoseph.substack.com/p/the-shadow-incentive</link>
    <dc:creator>robertogreco</dc:creator><description><![CDATA["There is a structural condition that quietly governs nearly every major institution in modern life. It is never written into policy, never openly acknowledged as a guiding principle — yet once you see it, it is everywhere.

The system does not reward the resolution of problems. It rewards their existence.

No one states this outright. No institution advertises it. But follow the incentives rather than the rhetoric, and the pattern reveals itself across healthcare, media, politics, and activism alike. Each domain has its own version of the same underlying logic — what I call the shadow incentive. It is “shadow” not because it is hidden or conspiratorial, but because it operates beneath the surface of stated intentions, shaping outcomes without ever appearing in a mission statement.

When disorder becomes profitable, disorder stabilizes.

The shadow incentive does not operate through explicit decisions, but through gradual adaptation. Individuals within systems respond to the incentives available to them — often without any awareness of the larger pattern — adjusting behavior toward what produces results within the given structure. Over time, those adaptations accumulate into something systemic: a structure in which the persistence of problems is not merely an unfortunate reality, but a functional component of how the system sustains itself.

Once that condition takes hold, the question shifts. Not how do we solve this problem — but what happens when the system quietly depends on it?"]]></description>
<dc:subject>activism charitableindustrialcomplex philanthropicindustrialcomplex charity philanthropy peterjoseph outrage change economics activistindustrialcomplex institutions healthcare media politics capitalism markets civilrightsmovement mlk martinlutherkingjr gandhi neoliberalism persuasion propaganda edwardbernays policy transformation communication messaging problemsolving marshallmcluhan engagement invisibility attention masspersuasion patreon substack brands branding susankomen peta commentary intent resolution incentives culture exaggeration tribalism loyalty georgefloyd 2020 systems individualism distortion behavior 2026 georgefloydprotests georgefloyduprising</dc:subject>
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<item rdf:about="https://undark.org/2026/04/01/sweden-schools-books/">
    <title>Why Swedish Schools Are Bringing Back Books</title>
    <dc:date>2026-04-02T05:38:06+00:00</dc:date>
    <link>https://undark.org/2026/04/01/sweden-schools-books/</link>
    <dc:creator>robertogreco</dc:creator><description><![CDATA["Amid declining test scores, the country has pivoted away from screens and invested in back-to-basics school materials."

[Also posted here:

"Sweden goes back to basics, swapping screens for books in the classroom
Sweden is bringing back books amid declining test scores."
https://arstechnica.com/science/2026/04/sweden-goes-back-to-basics-swapping-screens-for-books-in-the-classroom/ ]]]></description>
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    <title>The Ozempicization of Everything - by kyla scanlon</title>
    <dc:date>2026-03-30T05:02:52+00:00</dc:date>
    <link>https://kyla.substack.com/p/the-ozempicization-of-the-economy</link>
    <dc:creator>robertogreco</dc:creator><description><![CDATA["Biohacking, gambling, and war"]]></description>
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<item rdf:about="https://www.theguardian.com/news/2026/mar/26/ai-got-the-blame-for-the-iran-school-bombing-the-truth-is-far-more-worrying">
    <title>AI got the blame for the Iran school bombing. The truth is far more worrying | Iran | The Guardian</title>
    <dc:date>2026-03-29T02:52:49+00:00</dc:date>
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    <dc:creator>robertogreco</dc:creator><description><![CDATA["LLMs-gone-rogue dominated coverage, but had nothing to do with the targeting. Instead, it was choices made by human beings, over many years, that gave us this atrocity"]]></description>
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<item rdf:about="https://www.christianitytoday.com/2026/03/whats-the-point-of-education-in-an-age-of-ai/">
    <title>What’s the Point of Education in an Age of AI?  - Christianity Today</title>
    <dc:date>2026-03-29T02:44:16+00:00</dc:date>
    <link>https://www.christianitytoday.com/2026/03/whats-the-point-of-education-in-an-age-of-ai/</link>
    <dc:creator>robertogreco</dc:creator><description><![CDATA[[via:
https://www.frontporchrepublic.com/2026/03/baseball-gardening-and-the-metaverse/

"Carrie McKean responds thoughtfully to the bleak landscape facing students today: there’s “an increasingly inescapable new cultural message: Artificial intelligence will soon do everything you do, and it’ll do it faster and better than you ever could. That message is difficult enough to challenge if you’re an adult. Imagine hearing it when you’re 15 and bored in class, fully aware that you can answer any question your teacher asks in milliseconds using Google Gemini on your school-district-issued Chromebook. Why not outsource your thinking to a machine? It’s easy, frictionless, and—it seems—inevitable in this brave new world. . . . American teenagers are getting a crash course in nihilism, and their apathy is a rational response to a demoralizing situation.”"]]]></description>
<dc:subject>carriemckean education ai artificialintelligence 2026 christianity learning howwelearn chromebooks gemini google schools schooling claude anthropic memorization reading howweread nihilism children youth teens caitlinflanagan writing howwewrite music training cheating thinking howwethink criticalthinking culture jeffreybilbro wendellberry attention humility patience formation human humans soul</dc:subject>
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<item rdf:about="https://www.christianitytoday.com/2026/03/low-tech-parenting-big-tent-judgmentalism-tech-grace/">
    <title>Low-Tech Parenting Must Be a Big Tent - Christianity Today</title>
    <dc:date>2026-03-29T02:37:42+00:00</dc:date>
    <link>https://www.christianitytoday.com/2026/03/low-tech-parenting-big-tent-judgmentalism-tech-grace/</link>
    <dc:creator>robertogreco</dc:creator><description><![CDATA[[via:
https://www.frontporchrepublic.com/2026/03/baseball-gardening-and-the-metaverse/

"Brad East argues we should make and defend judgments about the technologies we allow in our homes but not be judgmental about the prudential decisions other families make: “let’s extend generosity to friends, family, and neighbors who come to different decisions than we do. Let’s be tech fallibilists, allowing for the possibility that our own approach might be wrong or, at a minimum, not the universal answer for all people without exception. And even if we have good reason to believe that our policy is best—or better than another’s—that doesn’t release us from the obligation to continue seeing, treating, and speaking of others with charity, warmth, mercy, and grace.”"]]]></description>
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<item rdf:about="https://www.thetimes.com/us/news-today/article/deep-springs-college-california-hzhx5bfc0">
    <title>‘I study at an exclusive US college. We can’t drink, use wi-fi or leave during term’</title>
    <dc:date>2026-03-28T22:46:07+00:00</dc:date>
    <link>https://www.thetimes.com/us/news-today/article/deep-springs-college-california-hzhx5bfc0</link>
    <dc:creator>robertogreco</dc:creator><description><![CDATA["Hidden deep in the California desert is a university where internet is banned and students are taught the meaning of life. Ruby LaRocca reveals why she loves it"]]></description>
<dc:subject>deepspringscollege 2026 rubylarocca education colleges universities highereducation highered meaning meaningmaking howweread internet web online offline attention books reading constraints socialmedia distraction ai artificialintelligence microcolleges</dc:subject>
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<item rdf:about="https://ablerism.micro.blog/2026/03/23/no-amount-of-debunking-multitasking.html">
    <title>Sara Hendren - no amount of debunking multi-tasking will diminish the behavior</title>
    <dc:date>2026-03-27T03:39:04+00:00</dc:date>
    <link>https://ablerism.micro.blog/2026/03/23/no-amount-of-debunking-multitasking.html</link>
    <dc:creator>robertogreco</dc:creator><description><![CDATA["Went to a recent school district committee meeting and: almost all council reps on laptops the whole time. Annual symposium at my university today: laptops during presentations. Was visiting consultant to big tech company to speak with staff about an r&d mandate that is open-ended, well-funded, ambitious and: laptops. Endless scrolling while presentations, hearings, talks are happening. I make an absolute rule in my classrooms or it would be the same. At this rate I could run for president if only because I actually sit and pay attention."]]></description>
<dc:subject>sarahendren multitasking 2026 attention laptops schools education civics meetings presentations</dc:subject>
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<item rdf:about="https://aeon.co/videos/as-technologies-mine-our-attention-we-must-look-to-artists">
    <title>As technologies mine our attention, we must look to artists | Aeon Videos</title>
    <dc:date>2026-03-26T03:08:34+00:00</dc:date>
    <link>https://aeon.co/videos/as-technologies-mine-our-attention-we-must-look-to-artists</link>
    <dc:creator>robertogreco</dc:creator><description><![CDATA["As technologies mine our attention, we must look to artists

To the German philosopher Martin Heidegger, technology was far more than just tools that people develop, but systems through which the world both reveals itself to us and shapes the way we see it. For instance, when Heidegger was writing his essay The Question Concerning Technology (1954) amid the acceleration of the globalised economy, he believed that we risked seeing the world only in terms of economic potential and efficiency – an undeveloped beach becomes no more than an opportunity to develop beachfront condos, for instance. He believed that, to prevent us from losing our humanity, we should look to artists, who represent another way of seeing – one that deepens our appreciation of the world rather than flattening it.

In this excerpt from his feature-length documentary Being in the World (2010), the Italian American director Tao Ruspoli explores Heidegger’s ideas on technology and humanity by speaking with philosophers and artists. This includes an expert juggler, a carpenter and a chef, as well as several jazz and flamenco musicians, discussing the lens on the world their craft offers them. Since the film’s release more than 15 years ago, its ideas feel even more pressing, as technologies have become ever more explicitly and minutely calibrated to shape our worldview, and as AI has raised important questions about reproducibility, decontextualisation and humanity in art.

This is the third excerpt from Being in the World to be featured on Aeon Video. You can watch the first excerpt here [https://aeon.co/videos/i-am-therefore-i-think-how-heidegger-radically-reframed-being ], the second excerpt here [https://aeon.co/videos/true-mastery-demands-going-beyond-the-rules-to-learn-for-yourself ], and the film in its entirety here [https://www.youtube.com/watch?v=fcCRmf_tHW8 ]."

[Direct link to video embedded (third excerpt):

"Technology flattens our humanity. Artists deepen it. | Being in the World (Movie Clip)"
https://www.youtube.com/watch?v=Js0URaCKvvE ]]]></description>
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<item rdf:about="https://nautil.us/the-internet-has-not-killed-reading-or-attention-spans-1279171">
    <title>The Internet Has Not Killed Reading—or Attention Spans</title>
    <dc:date>2026-03-25T05:46:19+00:00</dc:date>
    <link>https://nautil.us/the-internet-has-not-killed-reading-or-attention-spans-1279171</link>
    <dc:creator>robertogreco</dc:creator><description><![CDATA["An interview with Kevin Ashton, MIT technology pioneer and author of The Story of Stories"

...

"British author and technology pioneer Kevin Ashton has been puzzling over the nature of storytelling for the past 25 years. That’s how long it took him to research and write his latest book, The Story of Stories: The Million-Year History of a Uniquely Human Art.

The first seed of the book for Ashton lay in two seemingly contradictory questions posed by American philosopher and linguist Noam Chomsky. The first, known as Plato’s problem, asks how we can know so much with so little information. Babies, for instance, learn to speak based on what might seem like a poverty of inputs. The second question is known as Orwell’s problem, and it asks the opposite: How could we know so little, given that so much information is available to us?

Ashton—best known for coining the term “The Internet of Things” in 1999, to describe the rise of a whole economy of sensors and other objects connected to the World Wide Web—also began asking himself how the rise of the smartphone might transform the human relationship to storytelling and to the world. “By the mid 2010s, I could be pretty confident that by 2026, some 9 out of 10 people in the world would have a smartphone, and I wanted to know what that might mean,” he recently told me. “The smartphone was an incremental step in the developed world, but in the developing world, it was everything at once.” In the developing world, most people had skipped over radio, television, personal computers.

Ashton knew a revolution was coming. But to grasp what that revolution would look like required him to go back and understand the entire evolution of storytelling across human history—which was initially just a footnote in his research.

I recently spoke with Ashton about why cell phones are so revolutionary in the long history of storytelling technologies, why social media might not be as terrible for young people as some believe, why long-form narratives aren’t dead, and why he’s still hopeful about our newest storytelling technologies.

You divide The Story of Stories into two parts: the first act, which is a million years long and comes to its end with the smartphone, and then everything after that. What is so fundamentally different about the smartphone from earlier storytelling technology?

A lot of people are like, “New technology comes along, and kids can’t understand stories anymore. Kids can’t read, nobody talks, bad things happen, words change, and nobody’s got any attention.” And that didn’t stand up to research very well. But what I did realize was that these major new technologies, each change the scale of storytelling: How many people can tell stories, and how many people they can tell stories to. That started to look really interesting. I was beginning to realize that big new storytelling technology generally leads to big new revolutions.

Of course, one of the early ones is printing. We didn’t all read happily ever after because of printing. There were like 50 or so wars between Protestants and Catholics over whose story was right, and 12 million people were killed. That’s an example of the kind of revolution that happens when new stories become more broadly available. The smartphone really feels like the end of that arc, because now anybody can tell a story to anybody. There is someone in Mongolia right now using Facebook, and if they publish something viral enough and interesting enough that catches enough attention, it’s five shares away from being something everybody sees.

You write in the book that storytelling is uniquely human. Do we know for sure that other species don’t tell stories?

You don’t really see any symbolic behavior in other species. All species communicate, but very few species communicate through visual means. Crows do a little bit of pointing. Dogs can understand humans pointing. But wolves don’t use pointing in the wild. They will mark the ground and use urine for signaling behavior, most of which is olfactory. But what you don’t get is any rigid system where a scratch like this means one thing, or a scratch like that means another thing. And vocalizations are primarily calls and cries that convey warning or attraction. A lot of the information in those sounds is how big is the person making the call or the cry? How old or young is the person making the call or the cry? So there’s nothing remotely like storytelling or story comprehension in any species that we’ve ever studied or discovered.

Humans started telling stories when we sat around the fires. We were primates who wanted to socialize. We couldn’t see gestures. We started making sounds. The sounds we had were, “Look over there,” and “Oh my god, run.” And those sounds were actually very useful sitting around the fire. What you want to talk about around the fire is stuff that’s not there. Maybe it’s about tomorrow or yesterday or something you remember, or something you imagine or something you desire. Over a long period of time, hundreds of hundreds of thousands of years, those sounds start to evolve into something which becomes language. And the reason they evolved into language was so that we could have these conversations about things not present, which is storytelling.

You argue that a fundamental purpose of stories is to distribute glory and shame, in the form of heroes and villains. But literary critics might argue that good stories don’t have clear-cut heroes and villains. They have antiheroes. They have gray areas rather than certainties.

We have to distinguish between stories that tend to be long lasting and successful when told to large audiences—and ones that are not. In successful stories, the antiheroes are still heroes. Batman still saves Gotham City. He just does it wearing black. An antihero isn’t a villain. And there are no anti-villains. The antihero exists as a reaction to the heroic archetype, the pure goody-two-shoes heroes that were in earlier stories. The tweedy literary people in their Brooklyn brownstones who try to write stories where it’s very ambiguous who’s the good guy or the bad guy—it’s all a bit muddled, but there’s still someone you’re supposed to be rooting for. There’s still someone the author identifies with. You cannot tell a story that anyone will enjoy if there’s absolutely nobody doing anything virtuous at any stage. That wouldn’t be a compelling story. But really, the more emotion a story evokes, the better the story. Different things evoke different emotions in different people. But these more experimental white guy books that everyone pretends they read where nothing ever happens …

Like which ones?

I’m not going to name any names! But if you’re not evoking an emotion, you aren’t going to find a lot of readers. A lot of people who want to be high-art storytellers will experiment: “Well, what if they take out these elements? What am I left with? How does it work?” My answer is generally it’s an intellectually interesting exercise that I don’t want to return to. Depending on what kind of mood I’m in, I sometimes have some very salty conversations with literary critics.

Read more: “We Can Be Heroes”

If storytelling has been so utterly transformed by these new technologies, why do the earliest forms of storytelling stick around? People are constantly saying, poetry is dead, novels are dead, but they aren’t dead. They don’t go away even though we keep getting new storytelling technologies. Why do you think that is?

The real deep answer is we’re exactly the same people with exactly the same brains and behaviors that we were 100,000 years ago or more when storytelling first evolved. The things that appeal to us about stories today are the things that appealed to our ancestors. That hasn’t changed. The hard-wiring is the same. And more people can read than ever before. More novels are being sold than ever before.

I’ve been talking about this a long time because I get really tired of this old post-literate world thing. Marshall McLuhan was declaring the world post-literate when only 40 percent of people could read. Give me a break. We live in a world right now where there’s been a democratization of reading, an egalitarianism of reading. People who like romance and fantasy books are writing their own romance and fantasy books and they’re self-publishing them. And some of them get the attention of traditional publishers and become very successful.

I’m not generally very welcome on panel discussions, but you get, “The kids these days, they have no attention spans.” And: “The kids these days, they’re always looking at their phones.” And I’m like, “Well, hang on a minute. Both of those things can’t be true.” Either they have no attention or they can’t stop looking at their phones, by which you mean paying a lot of attention to their phones. What’s on their phones is words, most of the time, even if you go look at some dumb TikTok video, they put words on top of things. There are captions that help it make more sense when they’re communicating with one another. They’re sending text messages. Children today are writing more words than you or I did when we were teenagers.

The other day I was talking to an educator, and they asked, “What do you think about AI? It’s writing all the essays.” My reply is, “I think you should stop assigning people essays.” Why has nobody come up with this idea? Tell the students, “I want you to do the reading, and then you and I are going to sit down for five minutes, one-on-one, and we’re going to talk about it.” That solves the whole freaking problem.

But if our brains haven’t changed since we first started writing down and consuming stories, wouldn’t it be a good thing to continue to write essays? Evidence suggests writing is such an important part of the thinking process.

Writing is just a technology of story. It’s one of the earliest technologies of story. And older people always hold the things that they did when they were kids in higher regard. I’m a writer. I write books. I love writing. I can talk for days about why writing is good and why books are good, but are they better than everything else? That’s an unchallenged assumption based on the fact that it’s old and not based on the fact that it’s better.

The standard academic essay is an example of what Paulo Freire called banking education. The teacher deposits a question; the student retrieves content, formats it per conventions, returns it for grading. The product is assessed, not the thinking that was supposed to happen in the middle. What the essay actually measures is socioeconomic class and family income. Essay content and style correlate more strongly with household income than even SAT scores. Higher-income students deploy abstract reflection, complex syntax, and so on, not because they think more clearly, but because those conventions are part of their linguistic inheritance. Lower-income students write differently, not worse, but get marked down. And here’s the kicker: Rich kids have always been able to pay tutors, writing coaches, and consultants to help them write essays. AI has simply made that service free and universal. The scandal isn’t that students aren’t writing their own essays. The scandal is that we’re only worrying about the problem now that the cheat is available to everyone.

What about long-form versus very short-form storytelling? Can a 5-second post on a social media app really sustain attention or require you to think about ideas in the way that a novel or a nonfiction book would?

You can get equally enthralled by a short story and a 10-book series. Martin Luther’s 95 Theses was this one-page document. The first viral meme broke the world’s greatest power at the time—the Roman Catholic Church—in two. It really isn’t how you say it, it’s what you say. If you’re going to write long-form, you have to do it well. If you’re going to write short-form, you have to do it well. All of that stuff seems values-neutral to me.

But also, social media content isn’t always short-form. A teenager spending three hours on social media might be watching long-form YouTube essays, reading Reddit threads, participating in BookTok, or creating content. Collapsing all of that into a single variable and drawing conclusions about format isn’t justified. The most popular YouTube creators built massive audiences on long-form content. PewDiePie—110 million subscribers, nearly 30 billion total views—averages 28 minutes per video, more than double the platform average. Penguinz0, who has 17.5 million subscribers and 12 billion views, averages 27 to 60 minutes per video depending on measurement window. The generation supposedly incapable of sustained attention built two of YouTube's largest channels on content running 30-60 minutes per video.

And long-form reading is booming. United States young adult print sales went from approximately 23 million copies in 2018 when TikTok launched to a record 35 million in 2022, a 52-percent increase. Sales in 2024 remain 31 percent above 2018 levels. The primary driver of that growth, according to Circana BookScan, was TikTok. Those 30 million annual copies average roughly 70,000 words each, approximately 2 trillion words, of long-form reading per year in a single book category, from a generation supposedly incapable of sustained attention. That’s about the same number of words per capita as any other age group. Americans aged 11-18 read about one novel a year on average. So do Americans over 19.

Read more: “Our Brains Tell Stories So We Can Live”

What about recent studies that suggest kids’ social media use is linked to lower memory, vocabulary, and reading scores?
The claim that social media is measurably harming cognition isn’t supported by the evidence. The one genuinely controlled experimental result is a 2023 study, which found TikTok degraded prospective memory. Specifically, the ability to remember to execute a planned intention—in a between-subjects design—while Twitter, YouTube, and a no-activity control did not. This is a real finding. But it measures one narrow cognitive function under artificial lab conditions, not, say, reading, vocabulary, critical thinking, or abstract reasoning. 

Assessments like reading scores don’t measure things like narrative construction, persuasive communication, editing judgment, or audience awareness, all of which content creation develops. Participation matters. TikTok follows the 90-9-1 pattern common to all interactive media. One percent create, 9 percent interact and the rest read, watch, or whatever. But on a platform with 150 million U.S. users, even 1 percent is 1.5 million American content producers. And the 9 percent who comment, stitch, and duet are doing something cognitively active.

Research from University of Oxford experimental psychologists Amy Orben and Andrew Przybylski suggests technology use explains only around 0.4 percent of variation in adolescent well-being. The concern about bedtime screens, often treated as established fact, wasn’t supported when measured properly. Cognitive psychologist Lan Nguyen and colleagues reviewed some 100,000 participants and found a moderate correlation between short-form video and poorer attentional performance, but the causal direction isn’t proven: Children with pre-existing attention difficulties may gravitate toward high-stimulation short-form content, producing the observed correlation without any platform effect.

You write that critical literacy—the ability to look at the context of a story, to ask follow-up questions, to recognize that everybody tells you something with an agenda, is the only way to protect yourself from manipulation today. Is anyone successfully teaching critical literacy?

The way I conclude the book is, “No one is coming to save us.” We ourselves have to get more humble, more experienced, recognize our own cognitive biases, recognize when we’re mad about something because we forgot to eat breakfast, and actually understand that we see the world in stories. People often think, “What he’s saying to me is, ‘I’m already a good critical thinker, but I’ve gotta help the other people.’” But no, I’m saying “I, Kevin, have to get better at it. And you, Kristen, have to get better at it.” One of my favorite cognitive biases is bias blindness: People who know there are cognitive biases, but are absolutely convinced these biases don’t apply to them.

It seems like you’re hopeful, though, that this new era of storytelling can bring about progress of some kind.

It already has. I have a nice little chart that I show when I talk about the book. Even today, about 2 to 3 percent of the silent generation will identify as gay, lesbian, bisexual, or trans. It’s about the same for the Boomer generation, and it’s a little bit more for Generation X. But for millennials, it’s about 15 percent, and for Gen Z, it’s about 25 percent. A lot of that has roots in the Internet becoming a place where people could find one another and build community and learn to come out. You see supportive groups forming that allow people to be themselves.

The trans revolution, a historic movement that we’re now living through, is in many ways a result of the Internet and digital photography allowing people to tell their stories more loudly and more clearly than they could before. And a lot of the horrible things in the world are backlash against that. We look at this horrible Epstein situation and it’s all terrible, but the fact of the matter is that in the 1950s, that just would’ve been no big deal. We see a lot of progress. Particularly right now, we can rightly and reasonably get very focused on the backlash to the progress, but they can’t reverse it all the way. 

I can absolutely guarantee you that the Supreme Court will not reverse the miscegenation laws that prevented Black and white people from getting married in the late 1960s, because Clarence Thomas is a Black man married to a white woman. There are a lot of horrible, bloody, brutal things that happen because we made progress. And some of them push us back a little way, but they never push us back all the way."]]></description>
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<item rdf:about="https://newversereview.substack.com/p/the-poets-vision">
    <title>The Poet's Vision - by Steve Knepper</title>
    <dc:date>2026-03-22T02:23:56+00:00</dc:date>
    <link>https://newversereview.substack.com/p/the-poets-vision</link>
    <dc:creator>robertogreco</dc:creator><description><![CDATA[[via:
https://www.frontporchrepublic.com/2026/03/meatpackers-barnes-noble-and-wittgenstein/

"Ryan Wilson considers how poets might teach us the gratitude and hospitality proper to creatures: “Creation cries out with myriad tongues for us to pay attention, to behold its splendor and the majesty of its Maker. And we do not. We refuse the gift; we wave away the bounty like Herods of cynicism. ‘What is all the world to us?’, we sneer. In this, we fail at what the Greeks called xenia, meaning ‘hospitality,’ that hospitality between guest and host that is the fundament of all civilization. The exchange of gifts is a customary rite of hospitality. But for the inexhaustible gift of Creation’s Beauty we repay nothing, too lordly even to deign to pay attention.”"]]]></description>
<dc:subject>steveknepper ryanwilson poetry 2026 gratitute hospitality creation cynicism civilization attention beauty giftgiving gifts language wrirting howwewrite</dc:subject>
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<item rdf:about="https://www.chronicle.com/article/is-ai-making-us-stupid-cal-newport-is-worried">
    <title>Is AI Making Us Stupid? Cal Newport Is Worried.</title>
    <dc:date>2026-03-22T02:19:08+00:00</dc:date>
    <link>https://www.chronicle.com/article/is-ai-making-us-stupid-cal-newport-is-worried</link>
    <dc:creator>robertogreco</dc:creator><description><![CDATA[[archived:
https://archive.is/QdPAy

via:
https://www.frontporchrepublic.com/2026/03/meatpackers-barnes-noble-and-wittgenstein/

"Evan Goldstein interviews computer scientist and productivity researcher Cal Newport about AI: “Universities need to explicitly portray themselves as citadels of concentration. The life of the mind is critical to the human experience. It is why you come to a university, just like the entire purpose of a Navy SEAL boot camp is to get ready for the physical hardships of war. Academic institutions need to demonstrate that the life of the mind is hard and worth it. We need to think about cognitive fitness the way we think about physical fitness. There should be a simple rule for being a thinker in an age of AI: Don’t let AI write anything for you. Writing is to cognitive health what steps are to physical health. Write that email from scratch. Write that memo with the bullet points from scratch. Don’t flee that strain. You need it as much as you need those 10,000 steps a day.”"]]]></description>
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<item rdf:about="https://daringfireball.net/2026/03/your_frustration_is_the_product">
    <title>Daring Fireball: ‘Your Frustration Is the Product’</title>
    <dc:date>2026-03-19T04:21:20+00:00</dc:date>
    <link>https://daringfireball.net/2026/03/your_frustration_is_the_product</link>
    <dc:creator>robertogreco</dc:creator><description><![CDATA["Shubham Bose, “The 49MB Web Page” [https://thatshubham.com/blog/news-audit ]:

<blockquote>I went to the New York Times to glimpse at four headlines and was greeted with 422 network requests and 49 megabytes of data. It took two minutes before the page settled. And then you wonder why every sane tech person has an adblocker installed on systems of all their loved ones.

It is the same story across top publishers today.</blockquote>

This is an absolutely devastating deconstruction of the current web landscape. I implore you to pause here, and read Bose’s entire amply illustrated essay. I’ll wait.

Even websites from publishers who care about quality are doing things on the web that they would never do with their print editions. Bose starts with The New York Times, but also mentions The Guardian, whose web pages are so laden with ads and modals that their default layout, on a mobile device, sometimes leaves just 11 percent of the screen for article content. That’s four lines of article text.

Bose writes:

<blockquote>Viewability and time-on-page are very important metrics these days. Every hostile UX decision originates from this single fact. The longer you’re trapped on the page, the higher the CPM the publisher can charge. Your frustration is the product. No wonder engineers and designers make every UX decision that optimizes for that. And you, the reader, are forced to interact, wait, click, scroll multiple times because of this optimization. Not only is it a step in the wrong direction, it is adversarial by design.

The reader is not respected enough by the software. The publisher is held hostage by incentives from an auction system that not only encourages but also rewards dark patterns.</blockquote>

I disagree only insofar as the reader isn’t respected at all. Part of my ongoing testing of the MacBook Neo is that I’ve been using it in as default a state as possible, only changing default settings, and only adding third-party software, as necessary. So I’ve been browsing the web without content-blocking extensions on the Neo. It’s been a while since I’ve done that for an extended period of time. Most of the advertising-bearing websites I read have gotten so bad that it’s almost beyond parody.

And even with content blockers installed (of late, I’ve been using and enjoying uBlock Origin Lite in Safari), many of these news websites intersperse bullshit like requests to subscribe to their newsletters, or links to other articles on their site — often totally unrelated to the one you’re trying to read — every few paragraphs. And the fucking autoplay videos, jesus. You read two paragraphs and there’s a box that interrupts you. You read another two paragraphs and there’s another interruption. All the way until the end of the article. We’re visiting their website to read a fucking article. If we wanted to watch videos, we’d be on YouTube. It’s like going to a restaurant, ordering a cheeseburger, and they send a marching band to your table to play trumpets right in your ear and squirt you with a water pistol while trying to sell you towels.

No print publication on the planet does this. The print editions of the very same publications — The New York Times, The Guardian, The Wall Street Journal, The Atlantic, The New Yorker — don’t do anything like this. The print edition of The New Yorker could not possibly be more respectful of both the reader’s attention and the sanctity of the prose they publish. But read an article on their website and you get autoplaying videos interspersed between random paragraphs. And the videos have nothing to do with the article you’re reading. I mean, we should be so lucky if every website were as respectfully designed as The New Yorker’s, but even their website — comparatively speaking, one of the “good ones” — shows only a fraction of the respect for the reader that their print edition does.

Without an ad-blocking content blocker running, one of the most crazy-making design patterns today is repeating the exact same ad within the same article, every few paragraphs. It’s hard to find a single article on Apple News — a sort of ersatz pidgin version of the web — that does not do this. The exact same ad — 6, 7, 8 times within the same article. How many 30-something blonde white women need hearing aids? It’s insane.

People are spending less and less time on the web because websites are becoming worse and worse experiences, but the publishers of websites are almost literally trying to dig their way out of that hole by adding more and more of the reader-hostile shit that is driving people away. The Guardian screenshot Bose captured, where only 11 percent of the entire screen shows text from the article, is the equivalent of a broadcast TV channel that only showed 7 minutes of actual TV content per hour, devoting the other 53 minutes to paid commercials and promotions for other shows on the same channel. Almost no one would watch such a channel. But somehow this strategy is deemed sustainable for websites.

The web is the only medium the world has ever seen where its highest-profile decision makers are people who despise the medium and are trying to drive people away from it. As Bose notes, “A lot of websites actively interfere the reader from accessing them by pestering them with their ‘apps’ these days. I don’t know where this fascination with getting everyone to download your app comes from.” It comes from people who literally do not understand, and do not enjoy, the web, but yet find themselves running large websites.

The people making these decisions for these websites are like ocean liner captains who are trying to hit icebergs."]]></description>
<dc:subject>internet web online reading bloat 2026 ads advertising ux johngruber shubhambose enshittification nytimes theguardian applenews autoplay theatlantic rsj thenewyorker ublockorigin adblockers attention webdesign</dc:subject>
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<item rdf:about="https://www.terrygodier.com/the-last-quiet-thing">
    <title>The Last Quiet Thing | Terry Godier</title>
    <dc:date>2026-03-17T14:17:31+00:00</dc:date>
    <link>https://www.terrygodier.com/the-last-quiet-thing</link>
    <dc:creator>robertogreco</dc:creator><description><![CDATA[[love this (the web design and *some* of the concern), hate this:

"You live in a house full of dependents."

Well, no, I don't...

You can still buy dumb bulbs (lamps), dumb thermostats, dumb toasters, dumb refrigerators, wired headphones. Those are choices and easily avoidable. You don't need a smartwatch either. I don't have any smart devices given the following...

Personal computers have always demanded maintenance, especially since Internet connections arrived. Are they smart devices? If smart device means compute + internet then the essence of a laptop is what makes devices smart, not dumb devices that have been made smart. So I don't consider my laptop a smart device. It's just a laptop.

I also see smartphones as pocket computers (and have long called them that) and they have always been. Want a phone that doesn't need updates? Get one. Also, Face ID is an option. You can still use a password or leave you phone unprotected, long since choices for computers.

And turn off notifications. Better yet, never turn them on.

I too love the Casio F-91W. But it does drift with some time and need and require resetting, including in the spring and in the fall when we all change time.

As for cars, I will admit I am very happy not to have to own one. There is so much compute in new cars that it complicates maintenance and privacy in ways that frighten me and make me feel very grateful not to have to submit myself to that.

And the security password stuff is true, what a bunch of complexity. I wonder if the time we used to spend going to the bank, the video store, the music store (just the time getting there and back and waiting in line, not the time browsing) and things like that was similar to what we now spend on password, account, and subscription management.

New device setup does take a lot of time. I am glad to only need to replace my pocket computer once every six years or so and my laptop even less. But I also think back to earlier computer transitions that took even more time.]]]></description>
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<item rdf:about="https://sfstandard.com/2026/03/14/toddler-s-death-shook-now-s-walking-50-miles-sf-safer-streets/">
    <title>A toddler’s death shook him. Now he’s walking 50 miles around SF for safer streets</title>
    <dc:date>2026-03-16T00:17:37+00:00</dc:date>
    <link>https://sfstandard.com/2026/03/14/toddler-s-death-shook-now-s-walking-50-miles-sf-safer-streets/</link>
    <dc:creator>robertogreco</dc:creator><description><![CDATA["A dad says city leaders have talked about fixing dangerous streets for years. He wants to make them actually do it."

...

"What brought you out here today?

One of our favorite things about living in San Francisco is that you really don’t need a car. We walk everywhere, we take public transit. I’m out with my son all the time. A couple weeks ago I read about that little two-year-old girl killed crossing the street in Mission Bay with her mom. I just couldn’t shake it. I kept thinking about all the times I’ve been out walking with my son — cars come flying around corners, things happen so fast. When you’re out walking, you don’t have any power over it.

And then I started getting really frustrated.  Our city leadership talks about making streets safer for pedestrians, but they haven’t really implemented the changes they said they would. We know that slowing cars down makes a difference. We know more visible crosswalks make a difference. Mayor Lurie passed his Safe Streets initiative (opens in new tab) back in December — that was supposed to address some of this — but there’s just been no action yet. So I thought, maybe if I get out here and walk 50 miles, people will ask why some of our leaders can’t just put pen to paper and get this done.

Why do you think San Francisco remains so car-dependent, even with decent transit and walkable neighborhoods?

Cars and pedestrians are always going to coexist here. But we can do things like slow cars down, or not let them turn right while a crosswalk is active. That all adds up. Long-term, there’s just so much money in politics — car lobbies, driver lobbies — and there’s no money in people just walking around with their families. So time passes and nothing really changes. And it’s a dense city — second densest in the country after New York — so there are a lot of people out there, and a lot of potential for accidents.

When people say pedestrians share some of the blame — jaywalking, not paying attention — what do you think?

You have to take that argument all the way. Are blind people not supposed to be able to cross the street? They can’t see the traffic coming — the traffic has to be aware of them. If you’re in a car, you have more responsibility. Full stop."

...

"What does that worry actually look like day to day?

We’re super cautious — always paying attention, making eye contact with drivers before we step into a crosswalk. And I still don’t have enough fingers to count the number of times a car has come flying around a corner or run a red light and just barely missed us. Then you see people in the comments online saying, “Well, if the pedestrians had been more careful.” It’s not about that. Pedestrians are already afraid. It’s drivers who have the power.

What do you think about when you’re out walking on your own?

Sometimes music, I try to be present as much as possible. I love this city — there’s no place like it in the world. I find it a little ironic that the poorest neighborhoods tend to have the worst pedestrian infrastructure, and they’re also the places where I see the most people outside, in community, talking to their neighbors. Every part of San Francisco is worth knowing.

Do you have a favorite underrated spot to walk around in the city?

Candlestick Point — the rec area at the very tip of the city. It’s beautiful, and you can walk around the ruins of the old stadium. Nobody’s ever down there. Quiet, a little eerie, great for a picnic. And then all the way at the other end of the city, Lands End — everyone knows that one, but there are corners even there that most people walk right past."

...

"What’s your general philosophy on life?

I believe in being as prepared and informed as possible — especially with a kid and a family. But the bigger thing that’s changed for me is just being present. If I’m with my son, I’m with my son. I’m not on my phone. If I’m at work, I’m at work. Since I stopped splitting my attention between everything at once and just gave things their proper time, a lot has unlocked.

What do you have to look forward to in the future?

Spending as much time with my kid as possible. Watching him grow into his own person. I always say — I’m raising a human, not a mirror. If he’s into what I’m into, great. If he’s got his own thing, that’s great too. I just want to encourage him to be his own man."]]></description>
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<item rdf:about="https://sf.gazetteer.co/fatiguing-fascism">
    <title>Fatiguing fascism</title>
    <dc:date>2026-03-13T23:19:15+00:00</dc:date>
    <link>https://sf.gazetteer.co/fatiguing-fascism</link>
    <dc:creator>robertogreco</dc:creator><description><![CDATA["The outrage over Greg Bovino’s ‘Nazi chic’ outfit in Minnesota ignores the reality that in a society of the spectacle, we’re all fighting for stage time"

...

"It’s been a minute since we’ve seen the likes of one Greg Bovino. The now-reassigned commander-at-large of the US Border Patrol catwalked into public awareness thanks to his personal style while overseeing ICE and Border Patrol agents on the streets of Minneapolis earlier this year.

Sporting an eye-catching olive green greatcoat that was just a little too close to Nazi chic for comfort, Bovino volunteered to serve as latest poster-/whipping-boy for the Trump administration’s ongoing playlist of throwback hits that also includes Elon Musk’s now classic “Roman salute.” 

Bovino’s long military trench coat flapping in the Minneapolis breeze fueled all the predictable hysteria one expects from the liberal media during our era of theatrical #Resistance. Social media feeds were ablaze for a couple of days about yet another supposed recrudescence of fascism — even Germany got into the mix with their Der Spiegel hyperbolically accessorizing Bovino’s fit with “Nazi” gloss.

You probably heard this story told with a different emphasis than the one I’m giving here: Since 2015, the Year of the Golden Escalator, liberal pundits, podcasters, and posters have holstered the words “fascism” and “Nazi” more accessibly than an itchy-fingered gunslinger in a spaghetti Western.

In this climate, Bovino’s crypto-fascist turn as a supermodel sporting Nazi chic (never mind that the greatcoat in question dates back to the early 19th century and was widely deployed across the European continent, fascist and otherwise) is supposedly only the latest on-the-nose indicator that literal fascism is again on the rise, a specter haunting bottomless mimosa brunches from Cape Cod to Marin County.

But does the hypocrisy of the Chardonnay #Resistance really matter at the end of the day? After all, it would be a hard sell indeed to impute plausible deniability to Bovino’s frisson of authoritarian drag.

I won’t even try to make a case that our fashionable commander-at-large was blissfully ignorant that his brass-festooned greatcoat (to say nothing of the 1930s heritage haircut) wasn't communicating anything. 

It’s obvious to anyone who’s been paying attention to the right’s provocations these past ten years that Bovino didn’t just accidentally put on a militaristic show with that coat. Yet, it’s also obvious that he not only knew precisely what he was doing, but why. If there is one common denominator across the political spectrum, it’s that everyone is awake to theater now. Nothing that hits our screens, not even the slaughter of our fellow Americans, hasn’t been framed for maximum visual flair and shareability. 

My personal experience with the question of ‘to Nazi or not to Nazi’ gives me a more informed take than most on the Great Greatcoat Affair. 

During the early days of my tenure with the alternative rock band Interpol in the 2000s, I myself dabbled — more than dabbled — in the “rich” rock tradition of Nazi drag. Unlike Keith Moon, who donned an entire SS uniform or Siouxie Sioux who accessorized her perfect punk look with an actual swastika armband, my own carefully crafted attempt at Nazi chic was more suggestive — though, admittedly, with the ensemble featuring polished combat boots, a sleek, black leather holster, a plain armband, and a striking Hitlerjugend coiffure, the “suggestion” was communicated through a megaphone. 

It would stretch credulity if I insisted that I had no idea that my onstage costume wasn’t curated with the highest degree of attention to communicate something. The references I was making with this turn on that virtual catwalk were obvious. I even showcased much greater verisimilitude than Bovino.

As with Moon, facetiousness was meant as a clear sign that I and everyone else at the time knew what was really going on. I remember visiting my bespoke tailor one time and laughing after I’d come out of the dressing room decked out in one of his latest creations. “May I see your papers?” he inquired with a German accent delivered through a shit-eating grin. 

Though our backgrounds, our politics and our job description are worlds apart, Bovino and I nonetheless have something in common: We both partook of the captivating allure of midcentury military chic knowing full well that a bunch of cameras were around the corner waiting to capture it all for posterity.

Of course, both of our fashion choices were already shopworn by the time we donned them, as “Fascinating Fascism,” Susan Sontag’s classic 1974 essay in The New York Review of Books reveals. 

Yet, whereas Sontag’s analysis of the appeal of fascism emphasized its shared visual vernacular with sexual sadomasochism (something my stage attire was intended to theatricalize), Bovino’s seems less preoccupied with titillation than with provocation. 

While it’s easy to imagine Bovino — like so many of his fellow MAGA mascots — is an actual Nazi-admiring fascist, the truth is probably less terrifying or even interesting. As with so many other politically motivated public figures (and, honestly, so many of us), he knows that spectacle, not actual politics, drives clicks. Those clicks are pre-political; and, sadly, they dominate our lives at the moment. 

In our latter-day Debordian Society of the Spectacle, everyone is competing with everyone else for attention. Bovino’s display of muscular militarism can not be taken at face value. It should be seen for what it is (and was for Moon, Sioux, and me): a gimmick and a gambit.

In Subculture: the Meaning of Style, the English sociologist Dick Hebdige wrote about mods, rockers, Teddy Boys, Rastas, and other British music scenes of the 1970s. Hebdige’s exegesis of London punks has stuck with me the most, particularly his analysis of their deployment of the swastika. At one point, Hebdige quotes a “punk on the street” speaking with the kind of terse, uncomplicated logic one expects from a disaffected working class Brit: “Punks just like to be hated.”

I look back to my dalliance with Nazi chic as being of a very specific time and place, a context far removed from the present. It’d be in bad taste, and probably insensitive, for me to do today what I did back then.

The 2000s were a different time: no omnipresent cameras, no social media, no hashtags. In the intervening two decades, consciousness has been raised among the liberal class; similarly, the impulse to create a capital-S Spectacle has risen among the illiberal one. 

Would that the consciousness of so-called progressives continued to higher spheres, we might be spared their obnoxious sermons; would that people like Bovino not bait them so expertly, we might be able to think about other things for a change."]]></description>
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<item rdf:about="https://www.youtube.com/watch?v=qcf5syA1MlE">
    <title>The Left Doesn’t Hate Technology with Gita Jackson - YouTube</title>
    <dc:date>2026-03-13T05:21:19+00:00</dc:date>
    <link>https://www.youtube.com/watch?v=qcf5syA1MlE</link>
    <dc:creator>robertogreco</dc:creator><description><![CDATA["Paris Marx is joined by Gita Jackson to discuss why the left’s hatred of AI is justified, why a different approach to technology is necessary, and how they’re reassessing their own relationships with digital tech.

Gita Jackson is a co-founder of Aftermath (https://aftermath.site ).

Also mentioned in this episode:
     
• Gita wrote about why the left doesn’t hate technology (https://aftermath.site/anthropic-claude-ai-leftist-technology/ ).

• Gita also wrote about downloading digital music (https://aftermath.site/digita-audio-player-snowsky-echo-mini-fiio-hyby/ ) onto a Snowksy Fiio Echo Mini.

• Chris Person wrote about the  Boox Palma eReader (https://aftermath.site/i-love-my-weird-little-phone-shaped-ereader/ )  as an alternative to Kindle.

• Learn more about Mike Pondsmith (https://blackgirlnerds.com/from-cyberpsychos-to-netrunners-here-is-the-story-of-mike-pondsmith-the-true-mastermind-behind-cyberpunk/ ) and his Cyberpunk TTRPG.

• Gita will one day get Paris to watch Frieren (https://www.crunchyroll.com/series/GG5H5XQX4/frieren-beyond-journeys-end ) ."

[references:

"The Left Doesn't Hate Technology, We Hate Being Exploited
Techno-cynics are all just wounded techno-optimists."
https://aftermath.site/anthropic-claude-ai-leftist-technology/ ]]]></description>
<dc:subject>gitjackson parismarx technology left 2026 luddism neoluddism luddites neoluddites ai artificialintelligence llms technooptimism technocynicism exploitation generativeai openai anthropic claude chatgpt consolidation samaltman society hsr highsspeedrail publicgood mrna vaccines vaccinations medicine siliconvalley aibubble aihype capitalism corporations corporatism qanon ereaders eink boox chrisperson automation speculation infrastructure datacenters chatbots labor work seamusblackley business games gaming videogames xbox microsoft google uber lyft nfts crypto cryptocurrencies evil policy power bigtech oracle gemini gmail linux music spotify streaming china netflix piracy airbnb taxis jeffbezos billionaires gigeconomy billgates edwardsnowden peterthiel scale scaling slow small benshapiro cryptofascism donaldtrump slavery humans human humanity humanism government liberals liberalism grantmorrison agi butlerianjihad smarthphones walledgardens howweread reading books resistance search attention algorithms libraries</dc:subject>
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<item rdf:about="https://www.amjmed.com/article/S0002-9343(26)00096-3/fulltext">
    <title>Will AI scribes fix medicine’s attention problem? - The American Journal of Medicine</title>
    <dc:date>2026-03-01T07:15:43+00:00</dc:date>
    <link>https://www.amjmed.com/article/S0002-9343(26)00096-3/fulltext</link>
    <dc:creator>robertogreco</dc:creator><description><![CDATA[[via:
https://www.frontporchrepublic.com/2026/02/seeds-scribes-and-jeremiahs/

"Will Lyon has some concerns about the way that AI transcription will alter medical care and erode the relationship between doctor and patient: “While AI scribes are a starting point for reducing multitasking and making doctors’ attention more available, we need to rekindle our confidence and competence in physical examination and implement systemic changes that put presence and relationship before throughput and productivity, if we are to restore patients to the center of our attention.”"]]]></description>
<dc:subject>willlyon medicine attention 2026 ai artificialintelligence technology</dc:subject>
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<dc:identifier>https://pinboard.in/u:robertogreco/b:966320f5f029/</dc:identifier>
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<item rdf:about="https://www.isaacgreene.com/2026/02/26/habitats-of-attention.html">
    <title>Habitats of Attention | Isaac Greene</title>
    <dc:date>2026-03-01T07:02:08+00:00</dc:date>
    <link>https://www.isaacgreene.com/2026/02/26/habitats-of-attention.html</link>
    <dc:creator>robertogreco</dc:creator><description><![CDATA["I have read the essay going around [https://aeon.co/essays/what-we-think-is-a-decline-in-literacy-is-a-design-problem ] about habitats of attention and multimodal information consumption. It’s compelling, and I laud the sanguine approach. I am also wary of challenging anything a librarian says - I have learned they are so often right - but I think it has two major problems: one around incentive structures and one around media ecology.

Iacono hints at why our digital environments are the way they are, but doesn’t quite come out with it: greed. The companies that have designed our most addictive apps have reaped the rewards. Massive IPOs, rising stock prices, a seemingly infinite market cap. When you can harvest the time of humanity at scale you can get wildly wealthy. They do this while knowingly creating products that are harmful and they do not care.

Who then is going to make these proposed interfaces designed for deep thought? The fact is, they already exist, but not at scale. There are any number of small companies providing low-distraction phones, quiet RSS readers, or research and information tools. There are in fact still companies that sell physical books. These are utterly different kinds of companies though, because they are selling a product.

Slow, deep thought is not a scalable business model because there isn’t a wide demand for it. The market (by which I mean, people’s) demand is for diversion, as L. M. Sacasas gets at in this essay [https://theconvivialsociety.substack.com/p/desire-dopamine-and-the-internet ] from a few years ago. The moment the steam-powered printing press lowered the cost of producing books, there was demand for penny dreadfuls. The moment we could deliver endless streams of whatever that stuff on tiktok is, there was an attentional market (billions of souls strong) demanding it for hours a day. As much as I would like to think that this is a design problem, my humanist instincts are telling me that we have a human-problem at the heart of all this.

My other issue is around issues raised by McLuhan and Postman: the medium [has an inexorable push toward certain modalities of attention to maximize profit, which given the above description of the financial incentives of screen-based attention means engagement maximization] is the message. Now that some of our biggest and most famous companies don’t sell products, how else are they supposed to operate? Surely we can’t expect them to fix themselves. It also seems highly unlikely that any government could or would seek to impose some kind of design regime. Nor would, I think, we want them to.

The most compelling idea from the essay is the construction of “attention habitats.” This is absolutely true, attention is a designed and cultivated good. It won’t just happen. Distraction is always available. But just like no one is going to clean your room or do your dishes, it seems unlikely to me that there will be a large scale effort to correct our attentional issues. Building and defending your own habitat is required. We need individuals who desire that for it to happen."

[via:
https://micro.blog/ablerism/85220202

"@isaacgreene  Thanks for those thoughts. And I’m with you — I think your last line is the heart of the matter. Older adults have to model this intentional choreography, and we have to both 1) decide how to constrain-to-liberate in our classrooms while also 2) helping students want to want that life. We have to make that life with intentional habitats irresistible and joyous, not merely acts of refusal, right?"]]]></description>
<dc:subject>isaacgreene 2026 attention information carloiacono digital interface ui ux rssreaders slow thinking howwethink marshallmcluhan neilpostman lmsacasas distraction</dc:subject>
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    <title>Secret Agent Man</title>
    <dc:date>2026-02-27T22:32:51+00:00</dc:date>
    <link>https://2ndbreakfast.audreywatters.com/secret-agent-man/</link>
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<item rdf:about="https://www.youtube.com/watch?v=IEq8dlnLP8o">
    <title>Ring Is Just Getting Started - YouTube</title>
    <dc:date>2026-02-26T04:40:01+00:00</dc:date>
    <link>https://www.youtube.com/watch?v=IEq8dlnLP8o</link>
    <dc:creator>robertogreco</dc:creator><description><![CDATA["This week we start with Jason’s follow up to Ring launching its ‘Search Party’ feature. It turns out, according to a leaked email he got, the feature is only starting with finding lost dogs. After the break, Emanuel explains why we’ve learned nothing about amplification when it comes to the recent looksmaxxing trend. In the subscribers-only section, Sam explains how Grok produced the real name of a sex worker who performs pseudonymously.

0:00 - Intro
1:11 - Leaked Email Suggests Ring Plans to Expand ‘Search Party’ Surveillance Beyond Dogs: https://www.404media.co/leaked-email-suggests-ring-plans-to-expand-search-party-surveillance-beyond-dogs/
30:26 - We Have Learned Nothing About Amplifying Morons: https://www.404media.co/we-have-learned-nothing-about-amplifying-morons/

Subscriber's Story: Grok Exposed a Porn Performer’s Legal Name and Birthdate—Without Even Being Asked: https://www.404media.co/grok-doxing-real-names-birthdates-siri-dahl/ "]]></description>
<dc:subject>ring surveillance police policing grok xai looksmaxxing cameras amazon sneako andrewtate clavicular nickfuentes manosphere socialmedia misogyny internet online web farright altright aesthetics fascistaesthetics extremism latefascistaesthetics media bradenpeters incels pickupartists nihilism whitneyphillips attention 4chan trolling</dc:subject>
<dc:source>https://pinboard.in/</dc:source>
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<item rdf:about="https://newmediahomework.substack.com/p/a-media-literacy-guide-to-looksmaxxing">
    <title>A Media Literacy Guide to &quot;Looksmaxxing&quot; - by Jamie Cohen</title>
    <dc:date>2026-02-23T22:51:43+00:00</dc:date>
    <link>https://newmediahomework.substack.com/p/a-media-literacy-guide-to-looksmaxxing</link>
    <dc:creator>robertogreco</dc:creator><description><![CDATA["When mainstream media uplift dangerous internet ephemera, we deserve more context. Here is a guide."]]></description>
<dc:subject>jamiecohen looksmaxxing 2026 media clavicular bradenpeters josephbernstein contentmaxxing miloyainnopolous emanuelmaiberg kierenpress-reynolds stephanierosenbloom hasanpiker streaming socialmedia online web internet attention joerogan incels adameleksic fascism fascistaesthetics latefascistaesthetics aesthetics aidanwalker sarahlaurent surveillance authoritarianism altright stevebannon</dc:subject>
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<item rdf:about="https://www.youtube.com/watch?v=2jtBSC-ZgCI">
    <title>The Ideology of Contentmaxxing - YouTube</title>
    <dc:date>2026-02-23T04:54:51+00:00</dc:date>
    <link>https://www.youtube.com/watch?v=2jtBSC-ZgCI</link>
    <dc:creator>robertogreco</dc:creator><description><![CDATA["The algorithm does to a discussion what Clavicular does to his face — a series of micro-fractures, delivered repeatedly and with precision, in the hopes that it will match a target number that nobody actually wants, but which the machine is thirsty for us to find."

[See also:

"Clavicular and contentmaxxing
the next step after groyperfication" (Aidan Walker)
https://howtodothingswithmemes.substack.com/p/clavicular-and-contentmaxxing

"Clavicular and Fuentes
elder zoomers vs. the young ones" (Aidan Walker)
https://howtodothingswithmemes.substack.com/p/clavicular-and-fuentes

(referenced within) "We are entering the era of Show more
The endless agony of thinking doing being content" (Jamie Cohen)
https://newmediahomework.substack.com/p/we-are-entering-the-era-of-show-more ]]]></description>
<dc:subject>aidanwalker metrics looksmaxxing content contentmaxxing quantification latefascistaesthetics aesthetics reality hyperrealism hyperreality socialmedia measurement 2026 algorithms microfractures machines economics fascism web online internet rationalism transhumanism ideology ritual louisalthusser althusser engagement institutions popularity platforms instagram tiktok grades grading taste socialcapital pierrebourdieu performance surveillance attention competition access success interestingness society fascistaesthetics bodies maximization optimization hyperoptimization credibility individualism dehumanization mutilation taboos fame andrewtate nickfuentes clipfarming sneako myrongaines tristantate malcontents jamiecohen jestermaxxing farright rightwing radicalization nihilism politics audience desperation extraction sadomasochism attentioneconomy self-harm men whitesupremacy normality radicalism subjugation</dc:subject>
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<item rdf:about="https://www.garbageday.email/p/the-only-taboo-left-is-copyright-infringement">
    <title>The only taboo left is copyright infringement</title>
    <dc:date>2026-02-22T01:31:20+00:00</dc:date>
    <link>https://www.garbageday.email/p/the-only-taboo-left-is-copyright-infringement</link>
    <dc:creator>robertogreco</dc:creator><dc:subject>platforms media copyright tiktok ryanbroderick 2026 openai gregbrockman taste culture clavicular nickfuentes hasanpiker discord streaming stephencolbert cbs censorship jamestalarico youtube tv television veradrew 2022 markfischbach mattjohnson attention andrewtate genz truth socialmedia life living bradenpeters</dc:subject>
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<item rdf:about="https://overthefield.substack.com/p/enthralling-little-minds-with-nature">
    <title>Enthralling Little Minds With Nature - by Hadden Turner</title>
    <dc:date>2026-02-21T07:27:15+00:00</dc:date>
    <link>https://overthefield.substack.com/p/enthralling-little-minds-with-nature</link>
    <dc:creator>robertogreco</dc:creator><description><![CDATA["How to encourage children to take up natural history hobbies"

...

"Receiving a gift is a special and significant moment, a moment that may lead to great rewards, but a moment the receiver nevertheless possesses little control over. Gifts are often unexpected, undeserved, and, until the moment we receive them, unknown. We do not get to decide what we are given, or even if we will be given the gift in the first place; those decisions are in the hands of the giver alone. That being said, we do have control over two critical decisions in relation to a gift: whether we will accept it, and, more importantly, what we will do with it

When given with wisdom, generosity, and thoughtfulness, and when received with gratitude, gifts are powerful things. The most thoughtful and substantial ones may even change the life of the recipient — if, that is, they use it well. I have been fortunate to receive such a gift: a little green book my great grandmother gave me on my fourth Christmas. Neither of us knew at the time just how profoundly this little book was to set the course for the rest of my life; but for those looking on, the tell-tale signs that this was going to be a significant gift were plain — namely, my delight, captivation, and crucially, the subject of the book itself.

The little green book was a bird book, a most wonderful volume, filled with colourful illustrations of British birds alongside easy to understand facts, figures, and symbols. It was my very first field guide — an indispensable companion for any birdwatcher — and, for little Hadden, it was my window into the new and exciting world of ornithology; a world I am still exploring the length, breath, and depth of, and a world which continues to bring me delight with every new discovery that greets my eyes.

Not only had my great grandmother given me a thoughtful gift. She had given me something far greater than that; she had gifted me a hobby — and one which was set to develop into a core part of my life’s vocation as a naturalist.

***

As I have reflected on why this particular gift had such a profound and lasting impact on me, the factor I have concluded to be the most important is the young age at which I received it. Anyone who has had the privilege of spending time in the company of excitable little children will be well aware that their capacity for awe and enjoyment is relentless and infinite. Need I say more than “Do it again!”. This innate capacity for being enthralled is like dry kindling; all that may be required to ignite the flames of interest, captivation, and delight in their little hearts is a small spark of intrigue. There are few better and more effective sparks in this regard than the endless diversity and abundance of creatures in the natural world. All it may take is the sight of one lizard, one butterfly, one creepy crawly, or one beautiful kingfisher (which was the spark for me), to make a child tremble with delight and, perhaps, set in motion a chain of events that culminate in the adoption of a worthwhile hobby that continues to delight them for the rest of their lives.

At this point, I expect two questions are occupying in the minds of any parents, grandparents, and elder siblings who are reading this. “How can we best instil this delight for nature and the wilds in the hearts of our little ones?” and “How can this spark of delight be fanned into an enduring passion?” Concerning these questions, I have much to say, but I will focus my efforts in this piece on outlining what I believe to be the most effective strategies and helps from my own experience.

But before we even begin to consider our children and young ones, we must consider ourselves. It is difficult to pass on a passion and a hobby if we are not enthused by it ourselves. Children are born imitators; if we are bored by nature, it is likely so too will they. If we do not know the names of the creatures we are looking at, our children will also remain ignorant. If we find nature or certain creatures dirty and disgusting, our children will be trained to despise these things too. Our own personal relationship to the natural world may be the biggest help or the biggest hindrance to our children’s delight in it.

I firmly believe the natural world is one of God’s greatest gifts to each and every one of us. It is something which has been expertly designed to delight us and is one of the purest and most natural sources of human enjoyment there is. As delightful as honey is to our tongue, beautiful creatures should be to our eyes. I will even go as far as to say I believe there is something wrong with the person who stands unmoved by natural wonders both great and small or the one who persistently ignores the natural beauty and wonder all around them. If we never take time to “consider the birds” or “the lilies of the field”, then we are missing out on something we were made for and are ignoring God’s masterpieces. It is like someone spending all their time looking down at the floor whilst in the Louvre. With those who find nature boring or not worthy of their attention, it suggests to me that their affections and attentions are disordered and immature — especially so if they are captivated instead by triviality and the base things of this world.

I stress I am not arguing here that everyone must take up wildlife watching as a hobby or devote many hours of our lives to field craft. I do, though, believe all of us should, at the very least, be interested in nature, and that we should all take the time to appreciate, enjoy, and know a bit about the good creaturely gifts around us — and then make sure we fulfil our responsibility to pass this appreciation and awareness on to our children. I say all this because enjoying creation is part of what we were made for and is one of the greatest gifts we can give to our children — especially so when we do all this alongside them somewhere out there in the wonderful wilds.

A problem, though, that hinders us from noticing and delighting in nature is that we are daily flooded with an endless barrage of other distractions for our attention, most notably the great mass of trivial media on our screens. A substantial part of our efforts to cultivate our own delight in nature will, therefore, necessarily involve subduing these digital predators of our affections and attentions. For some, this may require radical action: prolonged digital fasts or permanent abstentions from some forms of digital media. For others, it will certainly involve retraining the direction of our instinctive gaze in those moments of transition and dead time: up towards the sky and trees or down to the flowers and the fields instead towards the screens in our pockets. This subduing and rejection of the digital becomes all the more vital with regards to our impressionable little ones. Thus, the primary piece of advice I will give for cultivating a love for nature is this: as far as it is possible, keep the screens away from your children.

As I have mentioned, young hearts and minds are highly impressionable and easily captivated. Whilst these dispositions are a great help in cultivating a love for nature, they also fraught with danger; children can be just as much captivated by screens, cartoons, and video games than they are by living and moving creatures. Even worse, it is likely that screens and media rank among the most potent forms of captivation, seeing as they are designed by their makers to be as addictive as possible. As moths are attracted to lights that give them no sustenance, children are all to easily attracted to screens that enthral them with nothingness and triviality. So, as far as it is possible, keep young eyes away from screens. By doing so you will give nature a chance to capture their attention instead.

This will not be easy. Screens and distractions surround those of us who live in urban environments, and even in our homes, the temptation of the screen is often ever-present. Keeping young eyes averted will be an uphill struggle; it will require will power, wisdom, and crucially, consistency. This is my second piece of advice: be consistent in exposing children to nature.

Not only will regularly going out into nature keep your children far away from the domain of the screen, but I have found that it is consistency above all else that nurtures competency and delight with regard to wildlife watching. Many are the hours I have spent since my youth out in the field, getting to know the names and identification features of many different species and becoming well aquatinted with their habits and behaviours. This consistent exposure to nature has matured into competency, and competency has matured into instinct. I now immediately know when entering a new environment what species are likely to be present, know without a second’s thought the identification of most of the birds I encounter even from a distance, and know how to interpret much of the behaviour and patterns I witness in the wilds.

The above are the marks of a well-trained naturalist but these instincts take time to form. There are no short cuts; hours upon hours of field work is necessary and so too are endless reserves of patience (for any birdwatcher, many hours will be spent looking at bushes waiting for yet-to-be-identified brown little birds to appear). But great are the rewards. My wife likes to joke I can never be bored wherever I am, for there is always something for me to see, enjoy, and know more about. She is right — and for this I have all those hours out in the field to thank.

I come next to competition, though with some degree of hesitancy. Great care needs to be taken in this regard so as not to encourage an overly competitive or acquisitive engagement with nature, perhaps best characterised by the most die-hard and compulsive “twitchers”1 who wish merely to see as many different species as possible. All they are interested in getting that all coveted tick in their books by any means possible (even to the detriment of the welfare of the creature in question) and then moving on to the next species. In effect, this is a form of “nature consumerism”, and it can be incredibly ugly.2 However, only the most addictive of temperaments will fall into this trap, and encouraging a bit of harmless competition, such as trying to find as many species as you can in a day, puts some stimulating fun into nature. Keeping a record of species seen in a book or field guide is also a great way to inspire children to want to see more and more of nature, which, in turn, will require spending more time in the field and travelling to new habitats if rarer species are to be ticked off.

Competition may well, then, provide the spark of inspiration and enjoyment necessary to delight children with nature and to keep them enthralled. If it leads them on to greater knowledge and understanding of the natural world and greater competencies in identification and field work, then I am wholly supportive of a bit of harmless competition. And perhaps, before you know it, you will have a competent little naturalist at your side who is teaching you a thing or two and who is spotting rare creatures before you do.

I now come to my final piece of advice. It is the simplest but perhaps most effective: do what my great grandmother did and give them a gift. A pair of good binoculars, a magnifying glass, a bird guide or a butterfly net. Give the children in your lives a gift that opens up new worlds of delight and wonder and encourage them on in the hobby you have gifted them. Provide them with first little spark that may grow into the flame of a fully-fledged and enduring passion; a passion that will delight them for a lifetime.

Nature is struggling in our modern and industrialising world — severely so. Many species are declining at rates which ought to make us ashamed, pollution is affecting almost all natural habitats, and vast numbers of creatures are being made homeless on a daily basis by our industrial and economic actions. So much of this destruction and loss is allowed to happen because we do not see and enjoy the creatures around us, for, as the general principles tell us, what we do not see we cannot care for; what we remain in ignorance of we cannot defend; and what we do not love we will have no motivation to protect. Thus, it may well be that the greatest work of conservation in our age is done when a grandparent gives their grandchild a bird book for Christmas. For this seemingly small and insignificant event may just be the spark that first ignites the passion of the great naturalists and conservationists of the future."]]></description>
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