Opinion | Living to Die Well - The New York Times

My patient, stoic and pensive, told me that he’d made it through his last year of work by dreaming of the European cruise he and his wife planned to take the week after he retired. “I thought I’d paid my dues,” he whispered. “I was just waiting for …

Shared by Dimitris Tzouris, like and 5 saves total

The multifaceted challenge of powering AI | MIT News | Massachusetts Institute of Technology

Shared by Tami Brass, like and 1 save total

Explained: Generative AI’s environmental impact | MIT News | Massachusetts Institute of Technology

Shared by Tami Brass, like and 6 saves total

How to Clear the Cache and Cookies in Your Web Browser | Information Technology Services - The University of Iowa

Shared by Sandy Kendell, like and 1 save total

Principles of Luddite pedagogy — Brad East

Shared by Matthew Miller, like and 1 save total

1. I want, insofar as possible, to interrupt and de-normalize the omnipresence of screens in my students' lives.

2. I want, insofar as possible, to get my students off the internet.

3. I want, insofar as possible, for my students to hold physical books in their hands, to turn pages, to read words off a page, to annotate what they read with pen or pencil.

4. I want, insofar as possible, for my students to put pen or pencil to paper, to write out their thoughts, reflections, answers, and arguments in longhand.

5. I want, insofar as possible, for my students to develop habits of silent, contemplative thought: the passive activity of the mind, lacking external stimulation, lost in a world known only to themselves—though by definition intrinsically communicable to others—chasing down stray thoughts and memories down back alleys in the brain.

6. I want, insofar as possible, for my students to practice talking out loud to their neighbors, friends, and strangers about matters of great import, sustained for minutes or even hours at a time, without the interposition or upward-facing promise of the smart phone's rectangle of light; to learn and develop habits of sustained discourse, even and especially to the point of disagreement, offering and asking for reasons that support one or another position or perspective, without recourse to some less demanding activity, much less to the reflexive conversation-stopper of personal offense.

7. I want, insofar as possible, for my students to see that the world to which they have grown accustomed, whose habits and assumptions they have imbibed and intuited without critique, consent, or forethought, is contingent: it is neither necessary nor necessarily good; that even in this world, resistance is possible; indeed, that the very intellectual habits on display in the classroom are themselves a form of and a pathway to a lifetime of such resistance.

8. I want, insofar as possible, for my students to experience, in their gut, as a kind of assault on their unspoken assumptions, that the life of the mind is at once more interesting than they imagined, more demanding than a simple passing grade (not to mention a swipe to the left or the right), and more rewarding than the endless mindless numbing pursuits of their screens.

9. I want, insofar as possible, for my students to realize that they are not the center of the universe, and certainly not my universe; that I am not waiting on them hand and foot, their digital butler, ready to reply to the most inconsequential of emails at a moment's notice; that such a way of living, with the notifications on red alert at all times of the day, even through the night, is categorically unhealthy, even insane.