by W. Alex Foxworthy

Recently, following an assignment that required AI use, a student asked me whether it was true that every question she asks a chatbot uses up a whole bottle of water. Like so much information today, she received this claim via a social media video. The video apparently cited a newspaper article which cited a real study. She had also heard people all around her, both in real life and online, talking about the huge amounts of water these systems use. Of course, she could get more information by searching online, asking a chatbot, asking friends and teachers or listening to the many podcasts discussing the issue. In other words, my student has no shortage of information, but what she doesn’t have is a solid way to judge its accuracy, how much confidence a given claim deserves, nor which sources can be trusted. Though many students are now “digital natives,” in the sense that they have grown up with smartphones and tablets, it has been my experience that they are not skilled in navigating the bewildering and fast growing world of information available to us all. 

At the same time, there seems to be a deepening distrust in institutions and authorities as well as widespread disagreement on the factual basis of some of the most important issues in the public discourse. More than ever, I hear from students who don’t see the value of a “well-rounded” education nor in spending time in courses that aren’t directly tied to their career paths. Artificial intelligence has made the question of what an education offers even more urgent, as we now have machines that deliver confident answers on almost any subject (some right and some wrong) and produce content far faster than people can check it. Taken together, these observations have forced me to think about what my role in this educational process is really for. Particularly when it comes to teaching non-science majors, I think what science has to offer are ways of thinking that can be applied across many domains. The framework key to it all is something we now describe with the shorthand “scientific method”: how human beings have learned to test claims about the world and preserve what survives rigorous testing. Of course, most science courses already cover the scientific method: ask a question, form a hypothesis, test it, analyze the results, and draw a conclusion. But the treatment is often superficial, students don’t arrive in my classroom with an intuitive understanding of what it really means, and I think we leave out much of what makes the process work. This essay is my attempt to lay out what the five steps leave out, using my student’s question as an illustrative example. Read more »

Architecture and Light

What would architecture be without light,
or light without architecture, man-made
or that which emerged over eons:
incredible trellises of trees,
their intricate frames of chiaroscuro
on light-slanted walks under
shifting limbs while leaves flash and flutter
through the architecture within skulls,
synapse nets of Rorschach shadows,
their night-borne lightning or, for that matter,
the hidden boney structure that holds it all erect
as it steps into stairwells enriched
by radiated thought and sun?

Jim Culleny, 2/21/22

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by Robert Jensen

Many of the books that shaped my work as a professor, author, and activist came into my life during my first two years of graduate school (1988-90), the most exciting period of concentrated learning I’ve ever experienced. As I write in my new book, This I Don’t Believe: A Fulfilling Life without Meaning, I got to grad school and quickly realized that I was “an undereducated person getting a second chance to learn”:

I didn’t really start thinking—in the sense of a disciplined process of trying to understand how the physical and social worlds work—until I showed up for a Ph.D. program in mass communication at the University of Minnesota in 1988 when I was thirty years old. I had graduated from a perfectly respectable public high school and public college, and I had earned a professional MA at a perfectly respectable private university. I had spent a decade working at perfectly respectable newspapers, exposed to a wide range of public officials and ordinary people. In all those endeavors, I learned a lot about the world. But I had yet to think systematically about how the world works.

Here are some of the things I’ve learned and the books that were important to me at the beginning of that education.

What I learned about being male

Letters from a War Zone: Writings 1976-1987 by Andrea Dworkin (1988)

In graduate school I studied freedom of expression, and at the time one of the key debates was over the radical feminist critique of pornography. Like many men, I assumed that the critique had to be crazy, because radical feminists were crazy, because … why? Because I had been socialized to be afraid of feminists. Reading Andrea Dworkin and other radical feminists made me realize that their movement was not a threat to men but a gift, offering us a way to resist the traps set for men by institutionalized male dominance (that is, patriarchy). “I Want a Twenty-Four-Hour Truce During Which There Is No Rape” in this volume may be the most influential essay I have ever read. Read more »

by Jim Hanas

When I interviewed the author George Saunders years ago, he told me that his work was an attempt “to figure out a way that the spiritual would not be full of shit.” A tall order in an age of spiritual materialism—where evidence in favor of actually existing religious institutions is discouraging—but it is an interest I share. Saunders is a practicing Buddhist, while I am merely a perennialist magpie, but I am always on the lookout for ways of looking at the spiritual life that are both profound and articulable. (E.g. not full of shit.)

I have already written about such attempts by René Daumal and Walker Percy, both of whom followed reason to its edge, where it spills into something larger that it is a part of, but for which it cannot account. Michael Pollan also arrives at this limit in A World Appears, which leads him to a consideration of “the view from within,” the phenomenological view, to which I am partial.

This view, of course, is anathema to neuroscientists and eliminativist philosophers. We don’t know yet how positive science can account for consciousness—and have so far lost one bet to David Chalmers about it—but this is a trivial inconvenience, according to this view. We’ll figure it out eventually, like air flight and DNA. This is the commonsense view of scientific progress today.

The best day of my life—my rebirthday, so to speak—was when I found I had no head.

So begins Douglas Harding’s delightful 1961 book On Having No Head, which provides one of the strongest and most accessible—if idiosyncratic—cases for the irreducibility of first-person experience ever written. It begins with this seemingly outrageous claim. “I found I had no head.”

Harding dates this discovery to a walk in the Himalayas when he was thirty-three years old, relating it with a British straightforwardness that even Bertrand Russell might respect. Read more »

by Carlota Figueroa

Have you ever heard of a particle’s spin before? If you have, I bet that the first time you were introduced to this concept you were told to imagine a ball that spins on its axis and to take this as an analogy for what a particle’s spin really is. Now, if you’ve taken more advanced courses in quantum physics you were probably told something similar, but with a little addition to the end: “A particle’s spin is like a ball that spins… except that it isn’t a ball and that it doesn’t spin.” Yeah, not very helpful, I know. Spin is one of those buzzwords that get thrown around whenever someone starts to speak about any (and I really mean any) topic to do with quantum physics, from quantum computers to quantum entanglement and teleportation, and for good reason too: most of the coolest concepts in this area have spin as one of their building blocks. Personally, I think it’s great that these topics are being popularised. But it is a disservice to everyone taking an interest to be told about how we can make information travel almost instantly or how new generation computers will reach unimaginable levels of efficiency without explaining to them exactly what it is that makes this possible. I hope that by the time you finish reading you have a slightly better idea of what spin is, and of everything it makes possible.

The reason why the ball analogy is so popular is that spin actually is an intrinsic angular momentum characteristic of a particle. Roughly speaking, when you speak about angular momentum, you are describing the rotation of an object, and it depends on several variables, including the origin, the velocity of rotation and the moment of inertia of that object (this is simply a value that tells you how difficult it is for you to change that object’s existing rotation). Therefore, when we talk about spin, it kind of makes sense to talk about a ball that turns on its axis. However, intrinsic means there is nothing physically rotating for us to watch: no way to read a particle’s spin off its motion. A ball, by contrast, visibly turns fast or slow, clockwise or counterclockwise, and you can make it rotate however your heart desires. Its angular momentum can therefore take any value: it is continuous. Spin is the complete opposite: encoded within the particle, and only ever taking specific values.

This is where the million-dollar question comes up: if there is nothing actually rotating for us to look at, how do we know spin exists? Thanks to our friends Otto Stern and Walther Gerlach, in 1922 we finally got our answer. Their experiment used silver atoms, which are electrically neutral (a charged particle would get deflected so violently by a magnetic field that we would be incapable of appreciating this subtle quantum effect), but which still behave like tiny magnets: thanks to its single outermost electron, each silver atom is effectively a miniature compass needle flying through space.

Now, a compass needle in a uniform magnetic field (meaning, one with the same strength everywhere) only twists to align itself (it doesn’t actually go anywhere) so Stern and Gerlach deliberately built an inhomogeneous field (meaning, stronger in some places than others). In a field like this, a tiny magnet gets pulled upwards or downwards, and how hard it gets pulled depends on the direction its needle is pointing. Here is where classical physics places its bet: the atoms come flying out of a hot oven, so their needles should be pointing in every direction at random, some straight up, some straight down, most somewhere in between. Therefore, the plate at the end of the apparatus should show a continuous smear, a vertical stripe painted by every possible amount of deflection. This should make sense intuitively: if a needle is free to point any way it likes, the force on it can take any value between the two extremes. You can probably infer from the fact that I’m writing this article that this wasn’t what happened… at all. What Gerlach found on the glass plate was that the atoms had split into two distinct lines and nothing in between: half deflected upwards, half downwards, as if every compass needle in the beam had been forced to choose between exactly two settings. Read more »

by Jonathan Kujawa

Lots of people enjoy a good puzzle. Take Sudoku puzzles.  Like many good puzzles, the rules of Sudoku are simple. The challenge is to figure out the implications of each possible move and to use those implications to reason our way to the solution. You probably know how this goes: you try to put a 5 in one box, but that leads to problems down the road when that choice forces you into a situation that violates the rules. The only way out is to relent and admit that 5 must go into a different box.

At its heart, mathematics is a vast Sudoku puzzle. Through reasoning, clever observations, and following the implications wherever they go, we learn new things about the mathematical universe. For example, if xⁿ + yⁿ = zⁿ has a solution where n, x, y, z are integers and n > 2, then certain geometric shapes called elliptic curves must have a unique associated function with special properties that make it a “modular form” [1]. Hard work by Andrew Wiles and many others showed that the relevant elliptic curves cannot be associated to a modular form; hence, we must relent and admit that Fermat’s equation has no solutions.

Mathematicians love nothing better than solving a math problem by conjuring new knowledge out of thin air using nothing but creative reasoning. That creativity and use of the human mind are sadly missing from much of our math education.

The problems of puzzles are very near the problems of life. —Erno Rubik

I was recently reminded of the puzzle-like nature of mathematics. In conjunction with the annual Teachers of Teachers of Math conference hosted by my university, my department hosted a celebration of the life and career of our colleague, Gary Musser. Gary was a long-time faculty member in our department who, sadly, passed away this year. I had the pleasure of chatting with Gary and his wife, Irene, when I first arrived at Oregon State. Although Gary retired several decades ago, he and Irene continued to have a deep interest in the department, in mathematics, and in teaching mathematics. In their honor, the department gives the Gary Musser Award each year to support outstanding prospective elementary or middle school teachers.

Why an award for prospective teachers? Well, while Gary’s PhD thesis was on a highly theoretical and advanced area of mathematics, his professional energies were focused on an even harder problem: how to train school teachers to be effective at teaching children mathematics. This problem is doubly hard. After all, young children need a good educational experience in math, and at the same time, the teachers of young children are often not “math people” themselves. Gary understood the importance of solving this problem. He spent his career having a profound effect on how mathematics is taught in Oregon and across the United States.

One of Gary’s strongest-held beliefs was in the importance of puzzles. Read more »

by Nils Peterson

I was on my way to a fun Improv class taught at my senior living quarters. I had been thinking about Leonard Bernstein’s remark “It’s all jazz” before I set out. He was saying something like – from Beethoven to Bebop, music is, in whatever form, the human response in sound to the joys and woes of living in this world, that the attempt to separate “serious music” from “HiDee, HiDee HiDee Ho” was a foolishness, in a way, a refusal of joy.

Then the thought came, “it’s all Improv,” meaning life. The more I thought about it, the truer it seemed.

In Improv, you’re given a situation and you must find language, bodily as well as verbal, to make sense of it, to make it work

We start at the joining of sperm and egg, but they’ve got a moment-by-moment careful script and follow it dividing and multiplying and turning into arms, legs, fingers, toes, head, ears, nose, face, and all that stuff in the skull. Then a miracle. There is a moment when what has been gathered together becomes aware of itself. A term that some Christians call ensoulment. (When that happens or what a soul is is a debate for another time. Let’s just think about it as a center of awareness in a bunch of cells who have been following the blueprint print offered by the DNA erupting out of that first meeting of sperm and egg.)

Life is pretty comfortable until one day you find yourself being squeezed and pushed and shoved and out you come into a world of bright lights, strange shapes, strange freedom and you kick your feet wave your arms open your mouth and an unpleasant sound comes out and it doesn’t stop until you find yourself on a warm place, and the opening that let the sound out enjoys sucking and that sucking brings something good.

Well time goes by and you’re more and more in the world. You become aware of the sounds made by the big others and try to imitate. That they have meaning comes along. Now you’re diapered and dressed and can make those lower parts move and carry you from one place to another and you’re given the prompt “Be a good boy.” So you have to figure out what that means. Read more »

The Ridnauner Bach flowing down its steep and rocky path below the Aglsbodenalm in South Tyrol.

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by Lei Wang

Maple syrup is made by boiling down the much more watery maple sap, the stuff that actually comes from the trees and is only 2% sugar. It takes 40 gallons of maple sap to make 1 gallon of maple syrup. My college writing professor used this as a metaphor for the writing process. By this measure, I have 15 pages of my book instead of 600.

I used to think good writing was about beautiful, ornate language; my early blog was full of embellished sentences that meant very little. Someone in my translation class called this act of needless prettifying (as when a translator commits the crime of making the original text fancier than it is) “gilding the yam.” (As opposed to gilding the lily, which is more of a fashion crime.) Then I got over beauty, entered the camp of meaning. But how to determine what is truly meaningful, when so much can be? And thus another writer not inaccurately described my essays as “a smart person sits you down to teach you about life but gets distracted 18 times along the way.”

It’s hard not to gild the yam. I still want to make a flurry of connections in an ADHD pastiche. I have often been better at spontaneous stir-fries than a focused dish; bibimbap is for lazy people. And now I have too many food metaphors.

So much of writing is decision-making: thousands of moments of determining what is actually important instead of trying to stuff everything in. Too much fat in writing is not just overenthusiasm, but usually a sign of something more insidious. For me, it has something to do with trying to prove something, wanting to Show My Work. “Look at my effort!” I want to say, which hasn’t mattered since high school math class. True brilliance is not diffuse light but the pointy kind. Read more »

by Christopher Hall

About this time ten years ago, I was making a wreck of myself by paying an absurd amount of attention to the politics of a country I’m not even a citizen of. Every morning would begin with an inspection of Nate Silver’s 538 to see where the polls were; was it still a sure thing Clinton was going to win in two and a half month’s time? I was no fan of Clinton, and I’m still not, but the alternative was unthinkable. 538 remained cautiously optimistic on this front, but other sources were nowhere near as circumspect. DailyKos, I recall, pegged Clinton’s chances at 90%. At the cusp of the Trump Era – and despite the brief, ineffective Biden moment, the past ten years can’t really be described as anything but – I was relying on the chiromancy of the pollsters to have a better sense of what America’s palm read. Of course, for most of them, they didn’t.

Well, now the unthinkable is our daily bread, and I am no longer obsessed with the polls. My already shaky belief in the Democrats as a functioning political entity entirely collapsed after the failure of the Harris campaign, a moment when farce and tragedy became indistinguishable. I, of course, would prefer that they take over Congress in the midterms, but if they happen not to, my shoulders already have a shrug pre-loaded. This is deeply irresponsible, given the damage that the Trump administration is currently inflicting with utterly malign purpose on the Canadian economy. But I can’t help myself; the words “lost cause,” with all their historical weight, inevitably come to my mind when it turns its focus southward.

If there’s one area where I have been paying some attention, it’s been toward the brewing civil war  within the Democratic party itself. The primary nominations of a few progressives have been enough, it seems, to send moderate Democrats into apoplexy, and they can be heard shouting their rallying cry of “Not Electable” across the land.

Again and again, the Gaza War has emerged as a litmus test for candidates. Israel and Gaza are deeply embedded in the American political consciousness at this point, and that leads to the level of cognitive dissonance in at least some moderate Democrats where they might assert that “criticism of Israel has no place in the Democratic party” and then, seconds later, engage in precisely such criticism.  (Even if we accept that Carville misspoke and meant to say “antisemitism,” it’s at least telling that in at least some part of his consciousness antisemitism and criticism of Israel are necessarily aligned.) Of course, the attitudes of any given country towards any foreign conflict may be proxies for issues closer to home. In suggesting that that is the case here, I hope I won’t be taken to suggest that Americans don’t really care about the slaughter of thousands of civilians. What I mean to say is that, if the Gaza War is indeed acting as a litmus test at the moment, it is part of a story concerning a dueling set political visions that have dominated American politics in the 21^st century. Read more »

by Brooks Riley

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by Ken MacVey

The preamble of the US Constitution famously begins with the phrase “We the People”. Who, and how many, constituted this self-identified group? How well founded was this invocation of  “We the People”?

Let’s start by looking at the US population as a whole when the Constitution took effect in 1789. The Constitution itself has provided a mechanism to aid in this assessment. The Constitution required that a census of the United States population be taken every ten years. The first census was in 1790. According to this census as reported in the National Archives, the US population in 1790 was 3,929,214, which should also approximate the size of the  population in 1789. How does this number break down?

How Many Voted to Ratify the Constitution?

The 1790 census broke down its count by categories of “free white males,” “free white females,”  “other free,” and “slaves.”  ( Non-taxpaying indigenous American Indians were excluded from census consideration.) Slaves were counted at 694,000 (rounded) –which would be almost 18% of the US population. Free white females were counted to be  1,541,000  which would be  about 39% of the  total population.  When the Constitution was ratified  slaves and women were not eligible to vote in any of the 13 states. That means about 57% of the counted population was automatically excluded from voting in the 13 states when the Constitution was ratified. If free white males of the age 16 and under are further deducted, then the percentage excluded rises to 77%.

But most of the remaining adult white males and “other free” were not eligible to vote either. The 13 states had additional restrictions that varied state by state—such as requiring ownership of  property, being of a certain Christian denomination, being a taxpayer, or being white. The “other free” identified in the 1790 census consisted of 59,000 and presumably included free Blacks. Five states at the time of ratification allowed free Blacks to vote but they still might not have satisfied other requirements, such as being property owners. It is not known precisely how many in the United States were eligible to vote in 1788-90, but some estimate only  6% of the  total of the 13 states’ populace was eligible. Read more »

by Marianne Janack 

When I ask people if they actually read all the things that they were assigned to read during their college education, they all tell me that they didn’t. And, in fact, I didn’t either.

I got behind in a Nineteenth Century Russian Literature course (so many giant books!) and resorted to the 1980’s version of AI to prepare for the final exam: Cliffs Notes. When I was taking a Shakespeare class, I decided to listen to several plays rather than read them. I had to go to the music library at my university, where I listened to old-fashioned records. The plays were supposed to be listened to at a speed of 32rpm; I listened to them at 72rpm. Hamlet sounded like one of the Chipmunks, as did Horatio, Romeo, Juliet, Henry IV, Richard III, and Falstaff.

In his book The Call of Stories, Robert Coles confesses his own reading shortcuts. Rather than read a book he was assigned in his high school English class, he relied on a plot summary that he’d found. His mother was horrified. The book wasn’t written, she said, to be someone’s quick study. It was meant to teach its readers something about being human.

And, of course, there are many such books. Many of us are assigned them in college or high school. And many of us use some kind of “quick study” shortcut to give the appearance of having read those books. We read the summaries, but not the actual book: more efficient, and it gets the job done.  Or so we tell ourselves.

I kept a diary of what I read over a 24-hour period: I read labels at the grocery store, directions on an aspirin bottle, street signs, emails, an article about how liberal democracy is doomed because written content is being eclipsed by video content, a recipe for something I was considering making for dinner, and several chapters of a book I was reading with several colleagues: Regime Change: Inside the Imperial Presidency of Donald Trump.

I read a lot, and watched no video, but I’m not sure that my reading did much to support my participation in liberal democracy. Read more »

Sughra Raza. Smokebush Blues. August 29, 2026.

Digital photograph.

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by Tim Sommers

In 2013, a team of researchers at MIT successfully implanted a false memory in mice of being shocked and then “reactivated” that implanted memory. As a result, the mice responded to fear conditioning without actually being shocked.

In 2018, working with epilepsy patients, a team of researchers at USC recorded the firing patterns as memories were encoded, built a model of how the hippocampus transforms input patterns into output patterns, and then stimulated the model to predict “correct” patterns. Reportedly, they improved memory performance in patients by 34–37%.

Of course, real-life trials are well behind fiction. In William Gibson’s seminal cyberpunk novel Neuromancer small chips called “microsofts” can be slotted into a socket behind your ear and give you instant fluency in a language or a technical skill. Going all the way back to 1932, Aldous Huxley’s Brave New World, featured “sleep-teaching drills” that program citizens to have the correct beliefs about the state. It’s conditioning through the ears while unconscious, not writing to the brain directly, but still…

Will we ever be able to download knowledge directly into a human brain the way we download software into a computer? At this point, this seems not only conceptually possible, but empirically likely.

But I am a philosopher, not a neuroscientist, and I want to look at the epistemological questions this possibility raises, rather than its feasibility. Despite its science-fictionyness, there’s a whole line of thought experiments related to the question of whether or not implanted or installed knowledge can really be knowledge. Let’s go there. Be warned, however, we are going deeper into the weeds than we normally do. Read more »

by Christopher Horner

The Puppet

We are surrounded by things that act and speak as if they were human. ‘Artificial intelligence’ appears on our screens and in our ears, producing synthetic figures that mimic human form and behaviour. But simulacra provoke unease: are they becoming replicants, or perfect copies of us?

When AI appears ‘as human’, it becomes a kind of generated body: a puppet, that has learned to talk. Such things have long fascinated and disturbed us. Their movements can seem smoother than those of a human body, as if grace had been purified of hesitation. Heinrich von Kleist’s On the Marionette Theatre (1810) remains a classic meditation on this strange perfection. For Kleist, the puppet appears perfect because it is free of self-consciousness. It does not watch itself or wonder how it appears. It moves according to the invisible logic of its strings. This grace is beautiful, but it also raises the question that AI renews in another medium: what happens when something without inwardness begins to resemble us too closely?

The Speaking Machine

Artificial intelligence renews this fascination in linguistic form. Instead of a wooden body imitating gesture, we encounter a verbal machine (and sometimes an image) imitating speech, reflection and personality. It writes “I”, apologises, remembers, explains and sometimes appears to confess.  The “I” appears in the sentence, but not in the place from which the sentence seems to speak, a kind of  subjectivity without a subject. Does uncanniness lie here, in Freud’s sense of das Unheimliche: something unfamiliar yet disturbingly close? I suggest not. Rather than the uncanny, it’s a performance that generates anxiety. Read more »

Alternate Paradise

All poems hint death, though some
pretend not to mention it decked as they are
in bright intentions to make it moot,
but it can’t be helped, it looms over
every word no matter how light,
no matter how fresh and bright a poem may seem
it can’t resist death’s ballast, can’t throw it off
to set its brilliant balloon completely free,
to let it float over rain forests, wine dark seas,
the snows of Kilimanjaro, over sun-stroked streams
with lovers walking their banks in bliss,
over day lilies, lupine, and coffee with you at six
as still earth sloughs its gloom and blue heaven
comes with sun creating a more tentative moon
pallid in the light of life.

……. All poems blossom in the shade of death so,
……. it’s no wonder we imagine an alternate paradise
……. beyond, a place of mythic respite.

…… It’s no wonder we obfuscate
…… and tell tales of it to the young who then
…… disregard a truth clear and dear:

…… This world—this world,
…… not simply in speech,
…… offers the promise of paradise
…… only true lovers may reach

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by Mike Bendzela

Anytime is a good time to take stock of what you think you know, or what you think you have actually learned, but once you have seen two-thirds to three-quarters of your life pass, it would seem rather high time to do so. For all I know, the full measure has actually passed, as I could drop dead tomorrow while digging a grave at my summer job, so I had better hurry with this. The short answer to “What do you actually know now” is “Diddly squat,” but that is relative to all one could possibly know. I do know that saying “I know just about nothing” is a rather worn-out sentiment. In fact, it has been done to death.

Yet it is a sentiment that occurs to me with astonishing frequency and urgency as I dig those holes for cremation urns at the cemetery. There’s little I can do at this late stage to remedy the situation enough to be able to pretend that I actually know something well. What would I say if, launched into the firmament and finding myself at Heaven’s Gate, St. Peter said to me, “What have you learned, sinner?” So, a few things I at least think I actually do know, in descending order of certitude, over the course of three articles about evolution, ecological overshoot, and determinism.

1. We human beings are not just descended from animals, we are animals, full stop; but most of us don’t believe this or don’t think it matters all that much.

If I were to place an estimation of certainty on this one, it would come close to one hundred percent, and I would say this right to St. Peter’s traditional Catholic face. It is even the foundation of the other two lessons I’ve learned. Darwin and Wallace’s idea is the one obsession of mine that I’ve made the effort to sleuth out as much as a lay person can. Read more »

by TJ Price

I haven’t been writing lately. I’m fully aware that sometimes there are cycles to these things; that there’s no sense in feeling guilt or shame about it—and yet. An author said once in an interview that if they went too long without writing, they “turned into a bit of a jackass.” I resonate with this response; it’s almost as if, sometimes, the pressure of not-writing backs up into my brain, clogging me up with unformed material. It is only the act of writing—or sitting down and letting the words come—when relief can arrive, for both me and for anyone who has had to suffer through my grouch.

Not-writing, though, is also in vogue on social media, and everywhere you look: there are those who say that not-writing is also writing. This, for me, has a unique ability to both irritate and inspire in equal measures. It implies that the “work” of writing happens constantly, always generating itself in one’s head, even though a record of the language combinatorics is physically absent, which I agree with—but is it actually writing? It mystifies things a bit to look at it this way, to me, which isn’t entirely undesirable, but it also—by nature of its inversion—seems to de-emphasize the actual act of writing, seems almost to destabilize the definition of the word itself.

Even worse, in recent days, I see views which hold that prompt generating is also writing, viz., pulling up one’s chair to the computer and invoking an LLM to write for them. It’s rather like pulling up one’s chair to the vanity and adjusting the lights; the machine readily reflects back to you exactly what you want to hear—though it is frightening how many people seem to think this is naturally also what others want to hear. Even worse, there’s even those who believe that they have performed labor equal to the work of “writing,” that they have produced something worthy of respect—even worthy of (paid!) publication. Read more »