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Maurice discloses her Catholicism, and the reader is aware that prayer undergirds the therapy, but the book is about the therapy, not the prayer. Specifically, it is about the importance of choosing methods of treatment that are supported by scientific data. Applied behavioral analysis is all about data: its daily collection and interpretation. The method is empirical, hard-headed, and results-oriented.

on a deeper level, the book is profoundly religious, more religious perhaps than its author intended. In this reading of the book, autism is not only a developmental disorder afflicting particular individuals, but a metaphor for the spiritual condition of fallen man.

Maurice’s autistic daughter is indifferent to her mother

In this reading of the book, the mother is God, watching a child of his wander away from him into darkness: a heartbroken but also a determined God, determined at any cost to bring the child back

the mother doesn’t turn back, concedes nothing to the condition that has overtaken her daughter. There is no political correctness in Maurice’s attitude to autism; no nod to “neurodiversity.” Like the God in Donne’s sonnet, “Batter my heart, three-personed God,” she storms the walls of her daughter’s condition

Like God, she sets her sights high, commits both herself and her child to a demanding, sometimes painful therapy (life!), and receives back in the end a fully alive, loving, talking, and laughing child

the reader realizes that for God, the harrowing drama of recovery is never a singular, or even a twice-told tale, but a perennial one. Every child of his, every child of Adam and Eve, wanders away from him into darkness

we have an epidemic of autism, or “autism spectrum disorder,” which includes classic autism (Maurice’s children’s diagnosis); atypical autism, which exhibits some but not all of the defects of autism; and Asperger’s syndrome, which is much more common in boys than in girls and is characterized by average or above average language skills but impaired social skills.

At the same time, all around us, we have an epidemic of something else. On the street and in the office, at the dinner table and on a remote hiking trail, in line at the deli and pushing a stroller through the park, people go about their business bent over a small glowing screen, as if praying.

This latter epidemic, or experiment, has been going on long enough that people are beginning to worry about its effects.

for a comprehensive survey of the emerging situation on the ground, the interested reader might look at Sherry Turkle’s recent book, Reclaiming Conversation: The Power of Talk in a Digital Age.

she also describes in exhaustive, chilling detail the mostly horrifying effects recent technology has had on families and workplaces, educational institutions, friendships and romance.

many of the promises of technology have not only not been realized, they have backfired. If technology promised greater connection, it has delivered greater alienation. If it promised greater cohesion, it has led to greater fragmentation, both on a communal and individual level.

If thinking that the grass is always greener somewhere else used to be a marker of human foolishness and a temptation to be resisted, today it is simply a possibility to be checked out. The new phones, especially, turn out to be portable Pied Pipers, irresistibly pulling people away from the people in front of them and the tasks at hand.

all it takes is a single phone on a table, even if that phone is turned off, for the conversations in the room to fade in number, duration, and emotional depth.

an infinitely malleable screen isn’t an invitation to stability, but to restlessness

Current media, and the fear of missing out that they foster (a motivator now so common it has its own acronym, FOMO), drive lives of continual interruption and distraction, of virtual rather than real relationships, and of “little” rather than “big” talk

if you may be interrupted at any time, it makes sense, as a student explains to Turkle, to “keep things light.”

we are reaping deficits in emotional intelligence and empathy; loneliness, but also fears of unrehearsed conversations and intimacy; difficulties forming attachments but also difficulties tolerating solitude and boredom

consider the testimony of the faculty at a reputable middle school where Turkle is called in as a consultant

The teachers tell Turkle that their students don’t make eye contact or read body language, have trouble listening, and don’t seem interested in each other, all markers of autism spectrum disorder

Like much younger children, they engage in parallel play, usually on their phones. Like autistic savants, they can call up endless information on their phones, but have no larger context or overarching narrative in which to situate it

Students are so caught up in their phones, one teacher says, “they don’t know how to pay attention to class or to themselves or to another person or to look in each other’s eyes and see what is going on.

“It is as though they all have some signs of being on an Asperger’s spectrum. But that’s impossible. We are talking about a schoolwide problem.”

Can technology cause Asperger’

“It is not necessary to settle this debate to state the obvious. If we don’t look at our children and engage them in conversation, it is not surprising if they grow up awkward and withdrawn.”

In the protocols developed by Ivar Lovaas for treating autism spectrum disorder, every discrete trial in the therapy, every drill, every interaction with the child, however seemingly innocuous, is prefaced by this clear command: “Look at me!”

If absence of relationship is a defining feature of autism, connecting with the child is both the means and the whole goal of the therapy. Applied behavioral analysis does not concern itself with when exactly, how, or why a child becomes autistic, but tries instead to correct, do over, and even perhaps actually rewire what went wrong, by going back to the beginning

Eye contact—which we know is essential for brain development, emotional stability, and social fluency—is the indispensable prerequisite of the therapy, the sine qua non of everything that happens.

There are no shortcuts to this method; no medications or apps to speed things up; no machines that can do the work for us. This is work that only human beings can do

it must not only be started early and be sufficiently intensive, but it must also be carried out in large part by parents themselves. Parents must be trained and involved, so that the treatment carries over into the home and continues for most of the child’s waking hours.

there are foundational relationships that are templates for all other relationships, and for learning itself.

Maurice’s book, in other words, is not fundamentally the story of a child acquiring skills, though she acquires them perforce. It is the story of the restoration of a child’s relationship with her parents

it is also impossible to overstate the time and commitment that were required to bring it about, especially today, when we have so little time, and such a faltering, diminished capacity for sustained engagement with small children

The very qualities that such engagement requires, whether our children are sick or well, are the same qualities being bred out of us by technologies that condition us to crave stimulation and distraction, and by a culture that, through a perverse alchemy, has changed what was supposed to be the freedom to work anywhere into an obligation to work everywhere.

In this world of total work (the phrase is Josef Pieper’s), the work of helping another person become fully human may be work that is passing beyond our reach, as our priorities, and the technologies that enable and reinforce them, steadily unfit us for the work of raising our own young.

in Turkle’s book, as often as not, it is young people who are distressed because their parents are unreachable. Some of the most painful testimony in Reclaiming Conversation is the testimony of teenagers who hope to do things differently when they have children, who hope someday to learn to have a real conversation, and so o

it was an older generation that first fell under technology’s spell. At the middle school Turkle visits, as at many other schools across the country, it is the grown-ups who decide to give every child a computer and deliver all course content electronically, meaning that they require their students to work from the very medium that distracts them, a decision the grown-ups are unwilling to reverse, even as they lament its consequences.

we have approached what Turkle calls the robotic moment, when we will have made ourselves into the kind of people who are ready for what robots have to offer. When people give each other less, machines seem less inhuman.

robot babysitters may not seem so bad. The robots, at least, will be reliable!

If human conversations are endangered, what of prayer, a conversation like no other? All of the qualities that human conversation requires—patience and commitment, an ability to listen and a tolerance for aridity—prayer requires in greater measure.

this conversation—the Church exists to restore. Everything in the traditional Church is there to facilitate and nourish this relationship. Everything breathes, “Look at me!”

there is a second path to God, equally enjoined by the Church, and that is the way of charity to the neighbor, but not the neighbor in the abstract.

“Who is my neighbor?” a lawyer asks Jesus in the Gospel of Luke. Jesus’s answer is, the one you encounter on the way.

Virtue is either concrete or it is nothing. Man’s path to God, like Jesus’s path on the earth, always passes through what the Jesuit Jean Pierre de Caussade called “the sacrament of the present moment,” which we could equally call “the sacrament of the present person,” the way of the Incarnation, the way of humility, or the Way of the Cross.

The tradition of Zen Buddhism expresses the same idea in positive terms: Be here now.

Both of these privileged paths to God, equally dependent on a quality of undivided attention and real presence, are vulnerable to the distracting eye-candy of our technologies

Turkle is at pains to show that multitasking is a myth, that anyone trying to do more than one thing at a time is doing nothing well. We could also call what she was doing multi-relating, another temptation or illusion widespread in the digital age. Turkle’s book is full of people who are online at the same time that they are with friends, who are texting other potential partners while they are on dates, and so on.

This is the situation in which many people find themselves today: thinking that they are special to someone because of something that transpired, only to discover that the other person is spread so thin, the interaction was meaningless. There is a new kind of promiscuity in the world, in other words, that turns out to be as hurtful as the old kind.

Who can actually multitask and multi-relate? Who can love everyone without diluting or cheapening the quality of love given to each individual? Who can love everyone without fomenting insecurity and jealousy? Only God can do this.

When an individual needs to be healed of the effects of screens and machines, it is real presence that he needs: real people in a real world, ideally a world of God’s own making

Nature is restorative, but it is conversation itself, unfolding in real time, that strikes these boys with the force of revelation. More even than the physical vistas surrounding them on a wilderness hike, unrehearsed conversation opens up for them new territory, open-ended adventures. “It was like a stream,” one boy says, “very ongoing. It wouldn’t break apart.”

in the waters of baptism, the new man is born, restored to his true parent, and a conversation begins that over the course of his whole life reminds man of who he is, that he is loved, and that someone watches over him always.

Even if the Church could keep screens out of her sanctuaries, people strongly attached to them would still be people poorly positioned to take advantage of what the Church has to offer. Anxious people, unable to sit alone with their thoughts. Compulsive people, accustomed to checking their phones, on average, every five and a half minutes. As these behaviors increase in the Church, what is at stake is man’s relationship with truth itself.

This failing in the West’s economies is also a failing of economics

many people have long felt the desire to do something with their lives besides consuming goods and having leisure. They desire to participate in a community in which they can interact and develop.

Our prevailing political economy is blind to the very concept of inclusion; it does not map out any remedy for the deficiency

injustice of another sort. Workers in decent jobs view the economy as unjust if they or their children have virtually no chance of climbing to a higher rung in the socioeconomic ladder

“Money is like blood. You need it to live but it isn’t the point of life.”4

justice is not everything that people need from their economy. They need an economy that is good as well as just. And for some decades, the Western economies have fallen short of any conception of a “good economy”—an economy offering a “good life,” or a life of “richness,” as some humanists call it

The good life as it is popularly conceived typically involves acquiring mastery in one’s work, thus gaining for oneself better terms—or means to rewards, whether material, like wealth, or nonmaterial—an experience we may call “prospering.”

As humanists and philosophers have conceived it, the good life involves using one’s imagination, exercising one’s creativity, taking fascinating journeys into the unknown, and acting on the world—an experience I call “flourishing.”

prospering and flourishing became prevalent in the nineteenth century when, in Europe and America, economies emerged with the dynamism to generate their own innovation.

What is the mechanism of the slowdown in productivity

prospering

In nineteenth-century Britain and America, and later Germany and France, a culture of exploration, experimentation, and ultimately innovation grew out of the individualism of the Renaissance, the vitalism of the Baroque era, and the expressionism of the Romantic period.

What made innovating so powerful in these economies was that it was not limited to elites. It permeated society from the less advantaged parts of the population on up.

High-enough wages, low-enough unemployment, and wide-enough access to engaging work are necessary for a “good-enough” economy—though far from sufficient. The material possibilities of the economy must be adequate for the nonmaterial possibilities to be widespread—the satisfactions of prospering and of flourishing through adventurous, creative, and even imaginative work.

today’s standard economics. This economics, despite its sophistication in some respects, makes no room for economies in which people are imagining new products and using their creativity to build them. What is most fundamentally “wrong with economics” is that it takes such an economy to be the norm—to be “as good as it gets.”

ince around 1970, or earlier in some cases, most of the continental Western European economies have come to resemble more completely the mechanical model of standard economics. Most companies are highly efficient. Households, apart from the very low-paid or unemployed, have gone on saving

In most of Western Europe, economic dynamism is now at lows not seen, I would judge, since the advent of dynamism in the nineteenth century. Imagining and creating new products has almost disappeared from the continent

The bleak levels of both unemployment and job satisfaction in Europe are testimony to its dreary economies.

a recent survey of household attitudes found that, in “happiness,” the median scores in Spain (54), France (51), Italy (48), and Greece (37) are all below those in the upper half of the nations labeled “emerging”—Mexico (79), Venezuela (74), Brazil (73), Argentina (66), Vietnam (64), Colombia (64), China (59), Indonesia (58), Chile (58), and Malaysia (56)

The US economy is not much better. Two economists, Stanley Fischer and Assar Lindbeck, wrote of a “Great Productivity Slowdown,” which they saw as beginning in the late 1960s.11 The slowdown in the growth of capital and labor combined—what is called “total factor productivity”—is star

though the injustices in the West’s economies are egregious, they ought not to be seen as a major cause of the productivity slowdowns and globalization. (For one thing, a slowdown of productivity started in the US in the mid-1960s and the sharp loss of manufacturing jobs to poorer countries occurred much later—from the late 1970s to the early 1990s.) Deeper causes must be at work.

The plausible explanation of the syndrome in America—the productivity slowdown and the decline of job satisfaction, among other things—is a critical loss of indigenous innovation in the established industries like traditional manufacturing and services that was not nearly offset by the innovation that flowered in a few new industries

hat then caused this narrowing of innovation? No single explanation is persuasive. Yet two classes of explanations have the ring of truth. One points to suppression of innovation by vested interests

some professions, such as those in education and medicine, have instituted regulation and licensing to curb experimentation and change, thus dampening innovation

established corporations—their owners and stakeholders—and entire industries, using their lobbyists, have obtained regulations and patents that make it harder for new firms to gain entry into the market and to compete with incumbents.

The second explanation points to a new repression of potential innovators by families and schools. As the corporatist values of control, solidarity, and protection are invoked to prohibit innovation, traditional values of conservatism and materialism are often invoked to inhibit a young person from undertaking an innovation.

ow might Western nations gain—or regain—widespread prospering and flourishing? Taking concrete actions will not help much without fresh thinking: people must first grasp that standard economics is not a guide to flourishing—it is a tool only for efficiency.

Widespread flourishing in a nation requires an economy energized by its own homegrown innovation from the grassroots on up. For such innovation a nation must possess the dynamism to imagine and create the new—economic freedoms are not sufficient. And dynamism needs to be nourished with strong human values.

a reform of education stands out. The problem here is not a perceived mismatch between skills taught and skills in demand

The problem is that young people are not taught to see the economy as a place where participants may imagine new things, where entrepreneurs may want to build them and investors may venture to back some of them. It is essential to educate young people to this image of the economy.

It will also be essential that high schools and colleges expose students to the human values expressed in the masterpieces of Western literature, so that young people will want to seek economies offering imaginative and creative careers. Education systems must put students in touch with the humanities in order to fuel the human desire to conceive the new and perchance to achieve innovations

This reorientation of general education will have to be supported by a similar reorientation of economic education.

She was 104.

Always sympathetic, never condescending, she presented her readers with characters they knew and understood, the 20th-century equivalents of Huck Finn or Louisa May Alcott’s little women, and every bit as popular: Her books sold more than 85 million copies

“Cleary is funny in a very sophisticated way,

At her library job in Yakima, Ms. Cleary had become dissatisfied with the books being offered to her young patrons

The protagonists tended to be aristocratic English children who had nannies and pony carts, or poor children whose problems disappeared when a long-lost rich relative turned up in the last chapter.

“I wanted to read funny stories about the sort of children I knew,” she wrote, “and I decided that someday when I grew up I would write them.”

After marrying Clarence Cleary, a graduate student she had met at Berkeley, she moved to San Francisco and, while her husband served in the military, sold children’s books at the Sather Gate

Book Shop in Berkeley and worked as a librarian at Camp John T. Knight in Oakland.

“She gets very close to satire, which I think is why adults like her, but she’s still deeply respectful of her characters — nobody gets a laugh at the expense of another. I think kids appreciate that they’re on a level playing field with adults.”

She had been particularly touched by the plight of a group of boys who asked her, “Where are the books about us?”

“Why didn’t authors write books about everyday problems that children could solve by themselves?”

“Why weren’t there more stories about children playing? Why couldn’t I find more books that would make me laugh? These were the bo

oks I wanted to read, and the books I was eventually to write.”

“When I began ‘Henry Huggins’ I did not know how to write a book, so I mentally told the stories that I remembered and wrote them down as I told them,”

Ramona Quimby, introduced in a small role as the annoying younger sister of Henry’s friend Beatrice, better known as Beezus, emerged as a superstar.

“I thought like Ramona, but I was a very well-behaved little girl.”

By the time “Beezus and Ramona” was published, Ms. Cleary had twins, Malcolm and Marianne, to provide her with fresh material. They survive her, along with three grandchildren and one great-grandchild. Her husband died in 2004.

Ramona mounts a campaign to have her father quit smoking, a habit he abuses after losing his job.

That book won the Newbery Medal in 1984. A sequel, “Strider,” followed in 1991.

“That little girl, who has remained with me, prevents me from writing down to children, from poking fun at my characters, and from writing an adult reminiscence about childhood instead of a book to be enjoyed by children.”

er parents divorced when she was a toddler, and she was raised in a crowded Brooklyn apartment by her mother, her mother’s sister and her grandparents, all of whom unstintingly adored her

“Four loving adults had made me the center of their lives

Always the smartest kid in the room (she was a remarkable test-taker), Turkle flourished early as an intellectually confident person, easily winning a scholarship to Radcliffe, support for graduate school at Harvard

Newly graduated from Radcliffe, she was in Paris during the May 1968 uprising and was shocked by the responses of most French thinkers to what was happening in the streets

Each in turn, she observed, filtered the originality of the scene through his own theories.

Few saw these galvanizing events as the demonstration they so clearly were of a hungry demand for new relations between the individual and society.

The anecdotes that illustrate this marriage encapsulate, in an inspired way, the dilemma Turkle has spent her whole life exploring:

My interests were moving from ideas in the abstract to the impact of ideas on personal identity. How did new political ideas change how people saw themselves? And what made some ideas more appealing than others?”

For the people around her, it embodied “the science of getting computers to do things that would be considered intelligent if done by people.” Nothing more exciting. Who could resist such a possibility? Who would resist it? No one, it turned out.

“The worst thing, to Seymour,” she writes, would have been “to give children a computer that presented them only with games or opaque applications. … A learning opportunity would be missed because you would have masked the intellectual power of the machine. Sadly, this is what has happened.”

In a memoir written by a person of accomplishment, the interwoven account of childhood and early influences is valuable only insofar as it sheds light on the evolution of the individual into the author of the memoir we are reading.

with Turkle’s story of her marriage to Seymour Papert her personal adventures struck gold.

“good conversation” was valued “more highly than common courtesy. … To be interesting, Seymour did not have to be kind. He had to be brilliant.” And if you weren’t the sort of brilliant that he was, you were something less than real to him.

electrified

the rupture in understanding between someone devoted to the old-fashioned practice of humanist values and someone who doesn’t know what the word “human” really means.

She took pride in the basic things, like cleaning engine parts. And she only hinted at the truth: When one fan told her in October, “It’s great to be young,” Soya replied, “Youth does not mean a certain period of life, but how to hold your heart.”

She seemed, well, happy, and FaceApp had made her that way. Creating the lifelike impostor had taken only a few taps: He changed the “Gender” setting to “Female,” the “Age” setting to “Teen,” and the “Impression” setting — a mix of makeup filters — to a glamorous look the app calls “Hollywood.”

Soya pouted and scowled on rare occasions when Nakajima himself felt frustrated. But her baseline expression was an extra-wide smile, activated with a single tap.

Nakajima grew his shimmering hair below his shoulders and raided his local convenience store for beauty supplies he thought would make the FaceApp images more convincing: blushes, eyeliners, concealers, shampoos.

“When I compare how I feel when I started to tweet as a woman and now, I do feel that I’m gradually gravitating toward this persona … this fantasy world that I created,” Nakajima said. “When I see photos of what I tweeted, I feel like, ‘Oh. That’s me.’ ”

The sensation Nakajima was feeling is so common that there’s a term for it: the Proteus effect, named for the shape-shifting Greek god. Stanford University researchers first coined it in 2007 to describe how people inhabiting the body of a digital avatar began to act the part

People made to appear taller in virtual-reality simulations acted more assertively, even after the experience ended. Prettier characters began to flirt.

What is it about online disguises? Why are they so good at bending people’s sense of self-perception?

they tap into this “very human impulse to play with identity and pretend to be someone you’re not.”

Users in the Internet’s early days rarely had any presumptions of authenticity, said Melanie C. Green, a University of Buffalo professor who studies technology and social trust. Most people assumed everyone else was playing a character clearly distinguished from their real life.

“This identity play was considered one of the huge advantages of being online,” Green said. “You could switch your gender and try on all of these different personas. It was a playground for people to explore.”

It wasn’t until the rise of giant social networks like Facebook — which used real identities to, among other things, supercharge targeted advertising — that this big game of pretend gained an air of duplicity. Spaces for playful performance shrank, and the biggest Internet watering holes began demanding proof of authenticity as a way to block out malicious intent.

The Web’s big shift from text to visuals — the rise of photo-sharing apps, live streams and video calls — seemed at first to make that unspoken rule of real identities concrete. It seemed too difficult to fake one’s appearance when everyone’s face was on constant display.

Now, researchers argue, advances in image-editing artificial intelligence have done for the modern Internet what online pseudonyms did for the world’s first chat rooms. Facial filters have allowed anyone to mold themselves into the character they want to play.

researchers fear these augmented reality tools could end up distorting the beauty standards and expectations of actual reality.

Some political and tech theorists worry this new world of synthetic media threatens to detonate our concept of truth, eroding our shared experiences and infusing every online relationship with suspicion and self-doubt.

Deceptive political memes, conspiracy theories, anti-vaccine hoaxes and other scams have torn the fabric of our democracy, culture and public health.

But she also thinks about her kids, who assume “that everything online is fabricated,” and wonders whether the rules of online identity require a bit more nuance — and whether that generational shift is already underway.

“Bots pretending to be people, automated representations of humanity — that, they perceive as exploitative,” she said. “But if it’s just someone engaging in identity experimentation, they’re like: ‘Yeah, that’s what we’re all doing.'

To their generation, “authenticity is not about: ‘Does your profile picture match your real face?’ Authenticity is: ‘Is your voice your voice?’

“Their feeling is: ‘The ideas are mine. The voice is mine. The content is mine. I’m just looking for you to receive it without all the assumptions and baggage that comes with it.’ That’s the essence of a person’s identity. That’s who they really are.”

But wasn’t this all just a big con? Nakajima had tricked people with a “cool girl” stereotype to boost his Twitter numbers. He hadn’t elevated the role of women in motorcycling; if anything, he’d supplanted them. And the character he’d created was paper thin: Soya had no internal complexity outside of what Nakajima had projected, just that eternally superimposed smile.

Perhaps he should have accepted his irrelevance and faded into the digital sunset, sharing his life for few to see. But some of Soya’s followers have said they never felt deceived: It was Nakajima — his enthusiasm, his attitude about life — they’d been charmed by all along. “His personality,” as one Twitter follower said, “shined through.”

In Nakajima’s mind, he’d used the tools of a superficial medium to craft genuine connections. He had not felt real until he had become noticed for being fake.

Nakajima said he doesn’t know how long he’ll keep Soya alive. But he said he’s grateful for the way she helped him feel: carefree, adventurous, seen.

Collective memory is similar, though its loss does not immediately paralyze everyday private activity. But ignorance of history-that is, absent or defective collective memory-does deprive us of the best available guide for public action, especially in encounters with outsider

Often it is enough for experts to know about outsiders, if their advice is listened to. But democratic citizenship and effective participation in the determination of public policy require citizens to share a collective memory, organized into historical knowledge and belief

This value of historical knowledge obviously justifies teaching and learning about what happened in recent times, for the way things are descends from the way they were yesterday and the day before that

in fact, institutions that govern a great deal of our everyday behavior took shape hundreds or even thousands of years ago

Only an acquaintance with the entire human adventure on earth allows us to understand these dimensions of contemporary reality.

it follows that study of history is essential for every young person.

Collective memory is quite the same. Historians are always at work reinterpreting the past, asking new questions, searching new sources and finding new meanings in old documents in order to bring the perspective of new knowledge and experience to bear on the task of understanding the past.

what we know and believe about history is always changing. In other words, our collective, codified memory alters with time just as personal memories do, and for the same reasons.

skeptics are likely to conclude that history has no right to take student time from other subjects. If what is taught today is not really true, how can it claim space in a crowded school curriculum?

what if the world is more complicated and diverse than words can ever tell? What if human minds are incapable of finding' neat pigeon holes into which everything that happens will fit?

What if we have to learn to live with uncertainty and probabilities, and act on the basis of the best guesswork we are capable of?

Then, surely, the changing perspectives of historical understanding are the very best introduction we can have to the practical problems of real life. Then, surely, a serious effort to understand the interplay of change and continuity in human affairs is the only adequate introduction human beings can have to the confusing flow of events that constitutes the actual, adult world.

Memory is not something fixed and forever. As time passes, remembered personal experiences take on new meanings.

Systematic sciences are not enough. They discount time, and therefore oversimplify reality, especially human reality.

Memory, indeed, makes us human. History, our collective memory, carefully codified and critically revised, makes us social, sharing ideas and ideals with others so as to form all sorts of different human groups

The varieties of history are enormous; facts and probabilities about the past are far too numerous for anyone to comprehend them all. Every sort of human group has its own histor

Where to start? How bring some sort of order to the enormous variety of things known and believed about the past?

Early in this century, teachers and academic administrators pretty well agreed that two sorts of history courses were needed: a survey of the national history of the United States and a survey of European history.

This second course was often broadened into a survey of Western civilization in the 1930s and 1940s

But by the 1960s and 1970s these courses were becoming outdated, left behind by the rise of new kinds social and quantitative history, especially the history of women, of Blacks, and of other formerly overlooked groups within the borders of the United States, and of peoples emerging from colonial status in the world beyond our borders.

much harder to combine old with new to make an inclusive, judiciously balanced (and far less novel) introductory course for high school or college students.

But abandoning the effort to present a meaningful portrait of the entire national and civilizational past destroyed the original justification for requiring students to study history

Competing subjects abounded, and no one could or would decide what mattered most and should take precedence. As this happened, studying history became only one among many possible ways of spending time in school.

The costs of this change are now becoming apparent, and many concerned persons agree that returning to a more structured curriculum, in which history ought to play a prominent part, is imperative.

three levels of generality seem likely to have the greatest importance for ordinary people.

First is family, local, neighborhood history

Second is national history, because that is where political power is concentrated in our time.

Last is global history, because intensified communications make encounters with all the other peoples of the earth increasingly important.

Other pasts are certainly worth attention, but are better studied in the context of a prior acquaintance with personal-local, national, and global history. That is because these three levels are the ones that affect most powerfully what all other groups and segments of society actually do.

National history that leaves out Blacks and women and other minorities is no longer acceptable; but American history that leaves out the Founding Fathers and the Constitution is not acceptable either. What is needed is a vision of the whole, warts and all.

the study of history does not lead to exact prediction of future events. Though it fosters practical wisdom, knowledge of the past does not permit anyone to know exactly what is going to happen

Consequently, the lessons of history, though supremely valuable when wisely formulated, become grossly misleading when oversimplifiers try to transfer them mechanically from one age to another, or from one place to another.

Predictable fixity is simply not the human way of behaving. Probabilities and possibilities-together with a few complete surprises-are what we live with and must learn to expect.

Second, as acquaintance with the past expands, delight in knowing more and more can and often does become an end in itself.

On the other hand, studying alien religious beliefs, strange customs, diverse family patterns and vanished social structures shows how differently various human groups have tried to cop

Broadening our humanity and extending our sensibilities by recognizing sameness and difference throughout the recorded past is therefore an important reason for studying history, and especially the history of peoples far away and long ago

For we can only know ourselves by knowing how we resemble and how we differ from others. Acquaintance with the human past is the only way to such self knowledge.

Mulling over past “what ifs” helps us better plan for the future.

“That’s a very important, very distinctive human ability,”

That means separating actual events from possible events and pretend play helps children do that. What would happen if I could use this banana to call my grandma? What if this pencil could take flight

That is, the ones who could imagine hypotheticals that hadn’t occurred were also the best at pretending to operate an imaginary machine with an imaginary zando.

Open the box, they told the kids, and you’ll be able to play with the toy.

They asked a quarter of the children to pretend to be someone else while they completed the task — Batman or an intrepid adventurer like Dora the Explorer.

And the kids did get frustrated. In an odd twist, none of the keys actually worked

The children who pretended to be the hardworking fictional characters stayed calmer. They also spent more time trying to open the box and tried more keys.

For kids, of course, play isn’t about learning or planning or regulating emotions. It’s about having fun. Play may be “evolution’s way of building in an insurance policy” to learn and develop, said Dr. Feigenson. It’s so enjoyable that most kids can’t resist, and along the way they develop the skills they need to succeed as adults.

It’s well-known that most of the emails are composed by nonnative speakers of English, as is clear from the many grammatical and punctuation mistakes, broken syntax, missing words, and malapropisms (“the will to personify the façade to its practical conclusion” for “pursue the charade”). With so many mistakes, how can this language really fool anyone? Often, victims know the message comes from a nonnative speaker, or they may be nonnative English speakers themselves and may not always recognize grammatical errors.

The scammers make extraordinary efforts to use technical, military, financial or otherwise professional language in a clumsy caricature of what formal, educated English sounds like (“government officials . . . awarded themselves contracts that were grossly over-invoiced in various ministries and parastatals”) to keep up the pretence of being a barrister, a brigadier-general, or a bank official.

It’s a simple scam, but appears to be effective when it reaches credulous types who are willing to ignore the warning signs in search of a treasure hunting adventure that can make a life extraordinary for a while, before it all ends in grief.

The second kind, autonomous motivation, is what we’re seeking. This is when you feel like you’re self-directed, whether you have a natural affinity for the task at hand, or you’re doing something because you understand why it’s worthwhile.

Ms. Winder, who teaches workshops on reconnecting to your sense of purpose, often has students free write about what makes them come alive.

Clinical psychologist Richard M. Ryan, one of two scientists who developed a well-known approach to understanding motivation called self-determination theory, encourages those seeking lasting motivation to take a deep dive into their values.

when you connect the things that are important to you to the things you need to do — even the drudgeries — you can feel more in control of your actions. What do you love about your work? What core value does it meet?

Looking forward to a reward isn’t the best for long-term motivation. But several studies suggest that pairing small, immediate rewards to a task improves both motivation and fun.

Social connections like this are critical to rekindling motivation,

suggested considering how your motivation is tied to the people around you, whether that’s your family or your basketball team.

Reaching out lifts others, too. “Letting someone know that you are thinking of them is enough to kick-start their motivation,” and reminds them that you care,

People also motivate each other through competition.

Students in competitive groups exercised much more often than those in supportive social networks,

New athletic adventures can be motivational gold, too. A 2020 study suggested that trying out novel activities can help you stick with exercise.

Treating ourselves with compassion works much more effectively than beating ourselves up,

“People think they’re going to shame themselves into action,” yet self-compassion helps people stay focused on their goals, reduces fear of failure and improves self-confidence, which can also improve motivation, she said.

Students who were encouraged to be compassionate toward themselves after the test studied longer and performed better on a follow-up test, compared to students given either simple self-esteem-boosting comments or no instruction.

“The key thing about self-compassion and motivation is that it allows you to learn from your failures,”

“The Fallout universe lends itself really well to Shakespeare. It’s very desolate, very grotesque, very tragic, really,” says North. In this world, Shakespeare existed before the bombs fell, so it seemed logical that North and his friends could role-play a company keeping culture alive in the ruins of civilisation – like the troupe of actors in Emily St John Mandel’s post-apocalyptic dystopia, Station Eleven.

It takes months to pull a show together. First, North picks the play and adapts it. Hundreds of pages of script are shared with the crew, so set design and rehearsals can commence. “It’s just like a real theatre company, where you start with an idea and a few folks sitting together and figuring out what our season is going to look like,”

There are no ticketed seats, and the company makes no money. The majority of audiences stumble across the performances accidentally in the wasteland, and sit to watch the show for free – or tune in on Twitch, where the company broadcasts every performance live

n 2022 Fallout 76 claimed to have over 13.5 million players, some of whom North believes “may never have seen a Shakespeare play. Ninety-nine per cent of those who find us sit down and quietly watch the show … It’s really quite moving, performing for people who might not go to the theatre in their own communities or haven’t thought about Shakespeare since high school. We are tickled silly knowing that we are potentially reaching new, untapped audiences and (re)introducing Shakespeare to so many. I hope Shakespeare academics who study comparative drama will take note of our use of this new medium to reach new audiences

“I think we’re a perfect example of how video games inspire creativity, and celebrate theatre and culture and the arts. I hope that other gamers out there know that there’s so much potential for you to be able to express what you’re passionate about in video games.”

What happened in 2012, when the oldest Gen-Z babies were in their middle teens? That was the year Facebook acquired Instagram and young people flocked to the latter site. It was also “the beginning of the selfie era.”

Mr. Haidt’s research, confirmed by that of others, shows that depression rates started to rise “all of a sudden” around 2013, “especially for teen girls,” but “it’s only Gen Z, not the older generations.” If you’d stopped collecting data in 2011, he says, you’d see little change from previous years. “By 2015 it’s an epidemic.” (His data are available in an open-source document.)

Mr. Haidt imagines “literally launching our children into outer space” and letting their bodies grow there: “They would come out deformed and broken. Their limbs wouldn’t be right. You can’t physically grow up in outer space. Human bodies can’t do that.” Yet “we basically do that to them socially. We launched them into outer space around the year 2012,” he says, “and then we expect that they will grow up normally without having normal human experiences.”

He calls this phenomenon “compare and despair” and says: “It seems social because you’re communicating with people. But it’s performative. You don’t actually get social relationships. You get weak, fake social links.”

That meant the first social-media generation was one of “weakened kids” who “hadn’t practiced the skills of adulthood in a low-stakes environment” with other children. They were deprived of “the normal toughening, the normal strengthening, the normal anti-fragility.

Now, their childhood “is largely just through the phone. They no longer even hang out together.” Teenagers even drive less than earlier generations did.

Mr. Haidt especially worries about girls. By 2020 more than 25% of female teenagers had “a major depression.” The comparable number for boys was just under 9%.

The comparable numbers for millennials at the same age registered at half the Gen-Z rate: about 13% for girls and 5% for boys. “Kids are on their devices all the time,”

Most girls, by contrast, are drawn to “visual platforms,” Instagram and TikTok in particular. “Those are about display and performance. You post your perfect life, and then you flip through the photos of other girls who have a more perfect life, and you feel depressed.

Mr. Haidt says he has no antipathy toward the young, and he calls millennials “amazing.”

“Social media is incompatible with liberal democracy because it has moved conversation, and interaction, into the center of the Colosseum. We’re not there to talk to each other. We’re there to perform” before spectators who “want blood.”

To illustrate his point about Gen Z, Mr. Haidt challenges people to name young people today who are “really changing the world, who are doing big things that have an impact beyond their closed ecosystem.”

He can think of only two, neither of them American: Greta Thunberg, 19, the Swedish climate militant, and Malala Yousafzai, 25, the Pakistani advocate for female education

I’m predicting that they will be less effective, less impactful, than previous generations.” Why? “You should always keep your eye on whether people are in ‘discover mode’ or ‘defend mode.’ ” In the former mode, you seize opportunities to be creative. In the latter, “you’re not creative, you’re not future-thinking, you’re focused on threats in the present.”

University students who matriculated starting in 2014 or so have arrived on campus in defend mode: “Here they are in the safest, most welcoming, most inclusive, most antiracist places on the planet, but many of them were acting like they were entering some sort of dystopian, threatening, immoral world.”

56% of liberal women 18 to 29 responded affirmatively to the question: Has a doctor or other healthcare provider ever told you that you have a mental health condition? “Some of that,” Mr. Haidt says, “has to be just self-presentational,” meaning imagined.

This new ideology . . . valorizes victimhood. And if your sub-community motivates you to say you have an anxiety disorder, how is this going to affect you for the rest of your life?” He answers his own question: “You’re not going to take chances, you’re going to ask for accommodations, you’re going to play it safe, you’re not going to swing for the fences, you’re not going to start your own company.”

Whereas millennial women are doing well, “Gen-Z women, because they’re so anxious, are going to be less successful than Gen-Z men—and that’s saying a lot, because Gen-Z men are messed up, too.”

The problem, he says, is distinct to the U.S. and other English-speaking developed countries: “You don’t find it as much in Europe, and hardly at all in Asia.” Ideas that are “nurtured around American issues of race and gender spread instantly to the U.K. and Canada. But they don’t necessarily spread to France and Germany, China and Japan.”

something I hear from a lot of managers, that it’s very difficult to supervise their Gen-Z employees, that it’s very difficult to give them feedback.” That makes it hard for them to advance professionally by learning to do their jobs better.

“this could severely damage American capitalism.” When managers are “afraid to speak up honestly because they’ll be shamed on Twitter or Slack, then that organization becomes stupid.” Mr. Haidt says he’s “seen a lot of this, beginning in American universities in 2015. They all got stupid in the same way. They all implemented policies that backfire.”

Mr. Haidt, who describes himself as “a classical liberal like John Stuart Mill,” also laments the impact of social media on political discourse

Social media and selfies hit a generation that had led an overprotected childhood, in which the age at which children were allowed outside on their own by parents had risen from the norm of previous generations, 7 or 8, to between 10 and 12.

Is there a solution? “I’d raise the age of Internet adulthood to 16,” he says—“and enforce it.”

By contrast, “life went onto phone-based apps 10 years ago, and the protections we have for children are zero, absolutely zero.” The damage to Generation Z from social media “so vastly exceeds the damage from Covid that we’re going to have to act.”

Gen Z, he says, “is not in denial. They recognize that this app-based life is really bad for them.” He reports that they wish they had childhoods more like those of their parents, in which they could play outside and have adventur