July 5, 2008

In the four minutes it probably takes to read this review, you will have logged exactly half the time the average 15- to 24-year-old now spends reading each day. That is, if you even bother to finish. If you are perusing this on the Internet, the big block of text below probably seems daunting, maybe even boring. Who has the time? Besides, one of your Facebook friends might have just posted a status update!

Such is the kind of recklessly distracted impatience that makes Mark Bauerlein fear for his country. “As of 2008,” the 49-year-old professor of English at Emory University writes in “The Dumbest Generation,” “the intellectual future of the United States looks dim.”

The way Bauerlein sees it, something new and disastrous has happened to America’s youth with the arrival of the instant gratification go-go-go digital age. The result is, essentially, a collective loss of context and history, a neglect of “enduring ideas and conflicts.” Survey after painstakingly recounted survey reveals what most of us already suspect: that America’s youth know virtually nothing about history and politics. And no wonder. They have developed a “brazen disregard of books and reading.”

Things were not supposed to be this way. After all, “never have the opportunities for education, learning, political action, and cultural activity been greater,” writes Bauerlein, a former director of Research and Analysis at the National Endowment for the Arts. But somehow, he contends, the much-ballyhooed advances of this brave new world have not only failed to materialize -- they’ve actually made us dumber.

The problem is that instead of using the Web to learn about the wide world, young people instead mostly use it to gossip about each other and follow pop culture, relentlessly keeping up with the ever-shifting lingua franca of being cool in school. The two most popular websites by far among students are Facebook and MySpace. “Social life is a powerful temptation,” Bauerlein explains, “and most teenagers feel the pain of missing out.”

This ceaseless pipeline of peer-to-peer activity is worrisome, he argues, not only because it crowds out the more serious stuff but also because it strengthens what he calls the “pull of immaturity.” Instead of connecting them with parents, teachers and other adult figures, "[t]he web . . . encourages more horizontal modeling, more raillery and mimicry of people the same age.” When Bauerlein tells an audience of college students, “You are six times more likely to know who the latest American Idol is than you are to know who the speaker of the U.S. House is,” a voice in the crowd tells him: “ ‘American Idol’ IS more important.”

Bauerlein also frets about the nature of the Internet itself, where people “seek out what they already hope to find, and they want it fast and free, with a minimum of effort.” In entering a world where nobody ever has to stick with anything that bores or challenges them, “going online habituates them to juvenile mental habits.”

And all this feeds on itself. Increasingly disconnected from the “adult” world of tradition, culture, history, context and the ability to sit down for more than five minutes with a book, today’s digital generation is becoming insulated in its own stultifying cocoon of bad spelling, civic illiteracy and endless postings that hopelessly confuse triviality with transcendence. Two-thirds of U.S. undergraduates now score above average on the Narcissistic Personality Inventory, up 30% since 1982, he reports.

At fault is not just technology but also a newly indulgent attitude among parents, educators and other mentors, who, Bauerlein argues, lack the courage to risk “being labeled a curmudgeon and a reactionary.”

But is he? The natural (and anticipated) response would indeed be to dismiss him as your archetypal cranky old professor who just can’t understand why “kids these days” don’t find Shakespeare as timeless as he always has. Such alarmism ignores the context and history he accuses the youth of lacking -- the fact that mass ignorance and apathy have always been widespread in anti-intellectual America, especially among the youth. Maybe something is different this time. But, of course. Something is different every time.

The book’s ultimate doomsday scenario -- of a dull and self-absorbed new generation of citizens falling prey to demagoguery and brazen power grabs -- seems at once overblown (witness, for example, this election season’s youth reengagement in politics) and also yesterday’s news (haven’t we always been perilously close to this, if not already suffering from it?). But amid the sometimes annoyingly frantic warning bells that ding throughout “The Dumbest Generation,” there are also some keen insights into how the new digital world really is changing the way young people engage with information and the obstacles they face in integrating any of it meaningfully. These are insights that educators, parents and other adults ignore at their peril.

Lee Drutman is co-author of “The People’s Business: Controlling Corporations and Restoring Democracy.”