[…] In 2022, Doctorow coined the word “enshittification”, which has just been crowned Macquarie Dictionary’s word of the year. The dictionary defined the word as follows.

“The gradual deterioration of a service or product brought about by a reduction in the quality of service provided, especially of an online platform, and as a consequence of profit-seeking.”

Social media users, if they don’t know the word, will viscerally understand the concept, the way trolls and extremists and bullshitters and the criminally vacuous have overtaken the platforms.

[…]

Doctorow wrote that this decay was a three-stage process.

“First, platforms are good to their users; then they abuse their users to make things better for their business customers; finally, they abuse those business customers to claw back all the value for themselves,” he wrote.

[…]

Source: ‘What many of us feel’: why ‘enshittification’ is Macquarie Dictionary’s word of the year | Language | The Guardian

Following a public vote in which more than 37,000 people had their say, we’re pleased to announce that the Oxford Word of the Year for 2024 is ‘brain rot’.

Our language experts created a shortlist of six words to reflect the moods and conversations that have helped shape the past year. After two weeks of public voting and widespread conversation, our experts came together to consider the public’s input, voting results, and our language data, before declaring ‘brain rot’ as the definitive Word of the Year for 2024.

[…]

‘Brain rot’ is defined as “the supposed deterioration of a person’s mental or intellectual state, especially viewed as the result of overconsumption of material (now particularly online content) considered to be trivial or unchallenging. Also: something characterized as likely to lead to such deterioration”.

Our experts noticed that ‘brain rot’ gained new prominence this year as a term used to capture concerns about the impact of consuming excessive amounts of low-quality online content, especially on social media. The term increased in usage frequency by 230% between 2023 and 2024.

The first recorded use of ‘brain rot’ was found in 1854 in Henry David Thoreau’s book Walden, which reports his experiences of living a simple lifestyle in the natural world. As part of his conclusions, Thoreau criticizes society’s tendency to devalue complex ideas, or those that can be interpreted in multiple ways, in favour of simple ones, and sees this as indicative of a general decline in mental and intellectual effort: “While England endeavours to cure the potato rot, will not any endeavour to cure the brain-rot – which prevails so much more widely and fatally?”

The term has taken on new significance in the digital age, especially over the past 12 months. Initially gaining traction on social media platform—particularly on TikTok among Gen Z and Gen Alpha communities—’brain rot’ is now seeing more widespread use, such as in mainstream journalism, amidst societal concerns about the negative impact of overconsuming online content.

[…]

Find out more about our Word of the Year shortlist for 2024

Source: ‘Brain rot’ named Oxford Word of the Year 2024

The oxford list contained brain rot, demure, dynamic pricing, lore, romantasy and slop. No ideas how they got to this list, maybe they didn’t want anything with a swear word in it? Maybe they were afraid of offending anyone? Well, it definitely shows the enshittification of the Oxford word list.

Education should promote deep inquiry and individual autonomy, but often, it has been used as a vehicle for indoctrination. That’s what Agustina S. Paglayan, a UC San Diego assistant professor of political science in the School of Social Sciences and the School of Global Policy and Strategy, argues in her new book, “Raised to Obey: The Rise and Spread of Mass Education.”

Paglayan uses evidence from both the past and the present to argue that schools around the world are failing to cultivate critical thinking skills in students—and that these institutions are actually designed to promote conformity. The book has already been praised by 2024 Nobel Laureate James Robinson as “path-breaking and iconoclastic,” and Paglayan’s perspective promises to open new debates in politics and education.

[…]

Primary education was created well before the arrival of democracy, sometimes under oligarchic or absolutist regimes. That made me doubt the conventional wisdom that democracy was the main driver behind the expansion of primary education.

[…]

the majority of children in most countries gained access to primary schooling long before democracy took root. This is true not only for countries like China or Russia, but also for most Western countries.

[…]

Mass education was really crafted as a clever system to instill obedience to the state and its laws. Schools used rewards and punishments to enforce rules, moral education dominated the curriculum and even basic reading and writing exercises taught compliance, like when students were asked to spell words like “duty” and “order.”

School routines—following schedules, marching in lines, asking permission—all reinforced discipline. The entire system, from teacher training to school inspections, aimed to create citizens who wouldn’t question authority or disrupt the status quo.

Governments saw schools as essential to maintaining internal security, viewing primary education less as a means to reduce poverty or promote industrialization than as a way to prevent social disorder.

The timing of when primary education expanded is revealing: It often followed episodes of mass violence or rebellion. Prussia created its public primary education system after peasant revolts, Massachusetts passed its first education law after Shays’ Rebellion in the late 1780s, and Colombia accelerated education access after La Violencia, which lasted from 1948 to 1958.

In each case, internal threats heightened elites’ anxieties about mass violence and the breakdown of social order, intensifying their fear of the masses and driving them to support mass education to transform “unruly” and “savage” children into compliant, law-abiding citizens

[…]

The anti-critical race theory curriculum reforms and textbook bans of the last four years and Donald Trump’s recent announcement that he’ll promote “patriotic education” and prohibit “radicalized” ideas from entering the classroom—while these may sound unprecedented—are no anomaly. They fit the cross-national pattern I uncover in the book. For the last 200 years, politicians in Western societies have become especially interested in teaching children that the status quo is okay following episodes of mass uprising against existing institutions.

This is precisely what has happened in the U.S. The Black Lives Matter protests of summer 2020 made Republican politicians especially anxious about institutional reform. Then-President Trump responded by setting up the 1776 Commission to strengthen patriotic education and to prevent children’s exposure to the concept of institutionalized racism. Republican state legislators and governors followed suit with curriculum reforms in red states, and the president-elect has made it clear he intends to extend these efforts to blue states too.

A key lesson from my book is that curriculum reforms tend to stick around for a very long time, outlasting the government that adopted them. It’s important for people to be aware of this fact. If you care about the content of education, now is the time to become involved in shaping the curriculum.

[…]

Roughly a third of children remain unable to read a simple sentence even after four years of schooling. This deficit of skills disproportionately affects low-income students. It exists in both developing and developed countries, and the problem has been recognized by numerous international organizations.

In the U.S., for example, children from high-income families enter kindergarten with much stronger literacy skills than low-income children, and K-12 schools fail to close that gap. I argue that these problems are rooted in the very origins of modern education systems, which were not designed to promote skills or equity.

[…]

For public schools to live up to their promise, education systems need to be deeply transformed. The systems we have today were inherited from a time when promoting compliance was the goal, a time when critical thinking was considered dangerous. In the 21st century, critical thinking skills are essential to safeguard liberal democracy, to get a good job and to remain internationally competitive.

The task ahead is not about fine-tuning the specific subjects taught. The challenge is to reimagine K-12 public schools as spaces that genuinely foster critical inquiry and creative, independent thought.

[…]

Source: Q&A: Mass education was designed to quash critical thinking, argues researcher

Tiny fragments of microplastics are making their way deep inside our bodies in concerning quantities, significantly through our food and drink.

Scientists have recently found a simple and effective means of removing them from water.

[…]

In some cases, up to 90 percent of the NMPs were removed by the boiling and filtering process, though the effectiveness varied based on the type of water.

Of course the big benefit is that most people can do it using what they already have in their kitchen.

“This simple boiling water strategy can ‘decontaminate’ NMPs from household tap water and has the potential for harmlessly alleviating human intake of NMPs through water consumption,” write biomedical engineer Zimin Yu from Guangzhou Medical University and colleagues.

A greater concentration of NMPs was removed from samples of hard tap water, which naturally forms a build-up of limescale (or calcium carbonate) as it is heated.

Commonly seen inside kitchen kettles, the chalky substance forms on the plastic’s surface as changes in temperature force the calcium carbonate out of solution, effectively trapping the plastic fragments in a crust.

[…]

Even in soft water, where less calcium carbonate is dissolved, roughly a quarter of the NMPs were snagged from the water.

[…]

The team behind this latest study wants to see more research into how boiled water could keep artificial materials out of our bodies – and perhaps counter some of the alarming effects of microplastics that are emerging.

[…]

Source: There’s a Surprisingly Easy Way to Remove Microplastics From Drinking Water

“Habits play a central role in our daily lives, from making that first cup of coffee in the morning, to the route we take to work, and the routine we follow to prepare for bed. Our research reveals why these automatic behaviours are so powerful — and how we can harness our brain’s mechanisms to change them. We bring together decades of research from laboratory studies as well as research from real-world settings to get a picture of how habits work in the human brain.”

Our habits are shaped by two brain systems — one that triggers automatic responses to familiar cues and another that enables goal-directed control. So for example, scrolling through social media when you are bored is the result of automatic response system, and putting your phone away to focus on work is enabled by the goal-directed control brain system.

It is precisely the imbalance between these two brain systems that is key. The research found that such imbalance can lead to everyday action slips such as inadvertently entering an old password instead of the current one. In more extreme cases, Professor Gillan’s research has shown that it can even contribute to compulsive behaviours seen in conditions such as obsessive compulsivedisorder, substance use disorders, and eating disorders.

Habits happen when automatic responses outweigh our ability to consciously control them. Good and bad habits are two sides of the same coin — both arise when automatic responses overpower goal-directed control. By understanding this dynamic, we can start to use it to our own advantage, to both make and break habits.

The new framework describes several factors that can influence the balance between automatic responses and goal-directed control:

• Repetition and reinforcement are essential to making our habits stick. Repeating a behaviour builds strong associations between environmental cues and responses, while rewarding the behaviour makes it more likely to be repeated. In leveraging the same mechanism to break habits, we can replace old behaviours with new ones to create competing automatic responses.
• The environment also plays a key role in habit change. Adjusting your surroundings can help; making desired behaviours easier to access encourages good habits, while removing cues that trigger unwanted behaviour disrupts bad habits.
• Knowing how to engage your own goal-directed system can help strengthen and weaken habits. Disengaging from effortful control, such as listening to a podcast while exercising, accelerates habit formation. However, stress, time pressure, and fatigue can trigger a return to old patterns, so staying mindful and intentional is key when trying to break them.

Dr Buabang explains, “Our research provides a new ‘playbook’ for behaviour change by connecting brain science with practical, real-world applications. We include effective strategies like implementation intentions, so-called, if-then plans (“if situation X occurs, then I will do Y”), and also integrate clinical interventions such as exposure therapy, habit reversal therapy, contingency management, and brain stimulation. It is important that our framework not only captures existing interventions but also provides targets for the development of new ones.”

This research also opens new possibilities for personalising treatments based on how different people form and break habits, making interventions more effective.

Source: Researchers discover new cognitive blueprint for making and breaking habits | ScienceDaily