Product Description

This shocking, lively exposure of the intellectual vacuity of today’s under thirty set reveals the disturbing and, ultimately, incontrovertible truth: cyberculture is turning us into a nation of know-nothings.

Can a nation continue to enjoy political and economic predominance if its citizens refuse to grow up?

For decades, concern has been brewing about the dumbed-down popular culture available to young people and the impact it has on their futures. At the dawn of the digital age, many believed they saw a hopeful answer: The Internet, e-mail, blogs, and interactive and hyper-realistic video games promised to yield a generation of sharper, more aware, and intellectually sophisticated children. The terms “information superhighway” and “knowledge economy” entered the lexicon, and we assumed that teens would use their knowledge and understanding of technology to set themselves apart as the vanguards of this new digital era.

That was the promise. But the enlightenment didn’t happen. The technology that was supposed to make young adults more astute, diversify their tastes, and improve their verbal skills has had the opposite effect. According to recent reports, most young people in the United States do not read literature, visit museums, or vote. They cannot explain basic scientific methods, recount basic American history, name their local political representatives, or locate Iraq or Israel on a map. The Dumbest Generation is a startling examination of the intellectual life of young adults and a timely warning of its consequences for American culture and democracy.

Drawing upon exhaustive research, personal anecdotes, and historical and social analysis, Mark Bauerline presents an uncompromisingly realistic portrait of the young American mind at this critical juncture, and lays out a compelling vision of how we might address its deficiencies.

Product Details

• Amazon Sales Rank: #6121 in Books
• Published on: 2008-05-15
• Original language: English
• Number of items: 1
• Binding: Hardcover
• 272 pages

From Booklist
It’s an irony so commonplace it’s become almost trite: despite the information superhighway, despite a world of knowledge at their fingertips, the younger generation today is less informed, less literate, and more self-absorbed than any that has preceded it. But why? According to the author, an English professor at Emory University, there are plenty of reasons. The immediacy and intimacy of social-networking sites have focused young people’s Internet use on themselves and their friends. The material they’re studying in school (such as the Civil War or The Great Gatsby) seems boring because it isn’t happening right this second and isn’t about them. They’re using the Internet not as a learning tool but as a communications tool: instant messaging, e-mail, chat, blogs. And the language of Internet communication, with its peculiar spelling, grammar, and punctuation, actually encourages illiteracy by making it socially acceptable. It wouldn’t be going too far to call this book the Why Johnny Can’t Read for the digital age. Some will disagree vehemently; others will nod sagely, muttering that they knew it all along. --David Pitt

Review
“If you’re the parent of someone under 20 and read only one non-fiction book this fall, make it this one. Bauerlein’s simple but jarring thesis is that technology and the digital culture it has created are not broadening the horizon of the younger generation; they are narrowing it to a self-absorbed social universe that blocks out virtually everything else.”
—Don Campbell, USA Today

“An urgent and pragmatic book on the very dark topic of the virtual end of reading among the young.”
—Harold Bloom

“Never have American students had it so easy, and never have they achieved less. . . . Mr. Bauerlein delivers this bad news in a surprisingly brisk and engaging fashion, blowing holes in a lot of conventional educational wisdom.”
—Charles McGrath, The New York Times

“It wouldn’t be going too far to call this book the Why Johnny Can’t Read for the digital age.”
—Booklist

“Throughout The Dumbest Generation, there are . . . keen insights into how the new digital world really is changing the way young people engage with information and the obstacles they face in integrating any of it meaningfully. These are insights that educators, parents, and other adults ignore at their peril.”
—Lee Drutman, Los Angeles Times

About the Author
Mark Bauerlein is a professor of English at Emory University and has worked as a director of Research and Analysis at the National Endowment for the Arts, where he oversaw studies about culture and American life.

Customer Reviews

Good Explanation of Problem But Wrong Cause
I'm a member of Generation X, and most of the items Dr. Bauerlein blames for the ignorance of Generation Y were not in widespread use when I was a teen. We didn't have the Internet, cell phones, iPods, or sophisticated video game systems, and my town did not even get wired for cable until my freshman year of high school. Yet we did not spend our leisure time in the type of intellectual pursuits that Dr. Bauerlein imagines have been displaced by these modern items. Instead of literature, philosophy, high culture, political activism, or discussing current events we wasted our time on mindless drivel. We hung out at the mall or roller skating rink, gossiped on landlines, watched network soap operas, listened to pop music on the radio or our Walkman, flipped through "Tiger Beat" and other teen magazines, played video games on our Nintendos or Segas, and so on. And I really don't think my parents' generation was all that much different as teens, although the technology was obviously more primitive.

So if teens have been wasting their leisure time on mindless pursuits for decades, why then is Gen Y so ignorant compared to previous generations? Dr. Bauerlein pretty much lets the schools off the hook in "The Dumbest Generation" but I believe that the "dumbing down" of the curriculum is the root cause. Today's teens were raised in the era of the "self esteem" fad, "whole language", "constructivist math" (aka fuzzy math), and all sorts of politically correct multiculturalism nonsense. Little wonder then that so many of them struggle with academic basics.

"The Dumbest Generation" is an interesting book, but the author's arguments in support of his main premise did not strike me as particularly convincing.

Great ideas, once he finally gets rolling
I am old enough to know how to do mental arithmetic. Excluding the copious bibliography, this is a 236 page book that does not really get rolling until page 163. That's two-thirds of the way through. The first several chapters are a laborious accounting of all of the new generation's shortcomings. The chapter titles are "Knowledge Deficits", "The New Bibliophobes," "Screen Time," and "Online Learning And Not Learning." He marshals exhaustive documentation to demonstrate that today's kids do not read much and consequently do not have a very impressive vocabularies, knowledge of history, or familiarity with math and science.

In the last 10 years I have been a high school teacher and a grad student at the university. I would have granted these points rather readily. Moreover, most people who would dispute these points are not going to sit down and read a book that delights in exercising a postgraduate level vocabulary. My most poignant critique of this book would be that, excellent as it may be, the writing alone make it inaccessible to "The Dumbest Generation." If not them, who is Bauerlein trying to convince?

After he has successfully brushed off the dummies Bauerlein's last couple of chapters, which attempt to explain the phenomenon, make a series of very good points. We adults who are supposed to be in charge of our children's formation and education have abdicated our responsibilities. We have found it easier to cave in to them. To mistake a facile familiarity with the use of electronic gadgetry to socialize with deep understanding. To ascribe literary merit to their puerile Facebook blogs. To let them retreat for hours to their bedrooms surrounded by cell phones, telephones, computers, and every form of video and audio entertainment. To back away from engaging them in meaningful adult conversation about serious topics. They are growing up without adult guidance, only the now obligatory strokes to their self-esteem. The result is a disaster.

We allow our children to reject their cultural heritage in toto, not because they have examined it and found it wanting, but because it would be simply too much work to become familiar with it. Bauerlein cites young artists who have only contempt for the discipline that made Rembrandt and Picasso the great artists that they were. They proclaim that everything can be successfully invented ad novum, not on the basis of any evidence but on the conviction that it is not worth the effort to learn from what has been done previously. They are simply lazy and self-absorbed.

I am familiar with Bauerlein's geographical references in the Washington, DC area. He starts by talking about Walt Whitman high school, the subject of "The Overachievers," a chronicle of obsessive high school students. My daughter recently graduated from that school, and I would say that her peers put little premium on genuine learning. Some did study very hard to ace the standardized tests, but the passion for socializing certainly outweighed the passion for learning.

I could say the same for the elite private schools in which I taught. There is a minority, but it is a distinct minority, who relish discussing ideas. Even there, most kids seem to be caught up with the anti-intellectualism of our popular culture. There is a general disdain for hard work. Some of this disdain has its origins in the self-esteem movement. The schools want to avoid anything that will tend to highlight differences in innate ability among students. Even talented students are readily complicit in this game, because it means more time for their friends and other pursuits.

It was not much better at the University of Maryland, to which I return to pursue an advanced degree. Some of the older students in the College of Education seemed genuinely interested in the coursework. For most it was simply something to get out of the way so they can get on with their lives. The statistics Department was substantially better, but it is telling that out of a Department of 60 some graduate students, I was close to the only WASP male. The department was overwhelmingly Asian, and overseas Asians at that. Good students, but not a good reflection on American secondary education.

Bauerlein does not propose much in the way of remedies. I do not think that there are any. I live now in Kiev, where university level academics appear to have somewhat more rigor than in the United States, but the same pernicious effects are at work. The Internet cafés are so full of video game nuts that you can barely find the terminal to check your e-mail. No kid goes five minutes without initiating or receiving a call or an SMS on their cell phone.

Computer technologies in themselves are not bad. Word, Dragon Naturally Speaking, Excel and the Internet are Godsends for people who work with information. The question is getting kids to use them intelligently.

My own modest proposal would be to teach children how to use technology to do their schoolwork. It is a given that they all have computers. It is a tragedy that they do not know how to do anything useful with Excel, research a paper using the Internet to do much more than plagiarize, put together a PowerPoint presentation that is longer on substance that blinking whirligigs, or even use Microsoft Word to format the paper properly. I believe schools could teach this. I further believe that schools could use blocks to prevent rampant wasting of time cruising the Internet for material totally unrelated to school. I think that they could prevent the computer CD-ROM readers from being used to blare music during study halls. In a nutshell, I think that if we adults gave a damn about the future of the country, we might bestir ourselves to retake the control over our children and their education that we ceded in the 1960s. I'm not holding my breath.

The Current Prisoners In Plato's Cave
This is an astonishingly insightful book. The fact that it has not so far garnered avalanches of commendation on this site suggests to me the dunces of our age, comfortable with the present scheme of things, may be in confederacy against it. Its thesis is that the generations since the 60's have become increasingly self-absorbed and therefore sadly unfit to maintain a democratic society. For requisite intellectual combat, the young of our time lack both a liberal education and civic knowledge, essentials for the preservation and advance of the American experiment in government. The villain here, as Bauerlien presents it, is manifestly NOT technology itself. He is no Luddite. Rather, he pillories the increasingly eager self-absorption of the young in mere private social life, and the peculiar eagerness of Boomer mentors to approve such juvenility. Technology itself, after all, does not require that the young text message DURING college classes or fake bathroom emergencies to take cell phone calls. For too many of them, the highest and only reality is peer group interaction. The rest is blah, blah, blah.

In his early chapters, Bauerlien happily provides even more hard evidence of the mediocrity of current youth culture than the most strictly defensive parent, teacher or journalist might require to become alarmed. In his summarizing words, "a parent, teacher or journalist who doesn't see the problem would have to be blind." The young these days, by and large, are ignorant of beneficent tradition. Even the pen of a Jonathan Swift would be challenged to report on them, since what he could satirize as worst case behavior in his time has become pretty standard in ours. He mocked, it will be remembered, several town wits referring to an obscure author called Homer and had them in dispute as to whether there had actually ever been any ancient writers or not, the present moment being all.

Bauerlein, I'm happy to report, does not follow his scientific analysis with a plea of impotence. He argues, instead, that adults in all spheres must speak out to reverse the order of things and encourage youth to see that adulthood rather than a Peter-Pan like endless adolescence is the desideratum. The young, by nature, do desire to be older. One has only to ask 5 1/2 year olds their age and they'll chime 6, to a person. That 25 year olds will say they're 21 is the greater problem in our time.

Freeing the young from Plato's cave has always been an uphill battle. Are there adults today, Bauerlien asks, who are willing to take the risks?