"[T]his, to me, seems related to a deeper issue about how we feel our educational institutions have prepared (or misprepared) us for life in the adult world. ...

"The truth is that, when people complain about the 'Gen Z stare,' 'quiet cracking,' and Gen Z being difficult to work with, those issues started long before the workplace. We went through school feeling like we were being taught one set of rules that applied to our pedagogy and another that belonged to the actual world and workforce. 

"All my life I’ve surrounded myself with ambitious people, but I noticed that their ambitions often didn’t align with the hoops they were expected to jump through. One thing I noticed about my friends in high school and college is that they were always half-assing assignments and quizzes so they could do something that they felt mattered. They were exhausted. They might sleep through math class so they could teach underprivileged children robotics or skip meetings so they could build their nonprofits. In that environment, it seemed very natural to look for shortcuts ...

"I went to [uni] to learn, but the same dynamics repeated themselves there. In my classes, I was often left unchallenged. At one point, I worked three part-time jobs and ran three student organisations alongside the maximum number of credit hours. I wouldn’t have done all of that if my classes occupied and challenged me appropriately. ... I was bored by it; professors didn’t emphasise that the essays were important to our education or that they were excited to read them, and I knew I could easily spend that time elsewhere, building things in the world that I felt mattered.

"Frankly, it’s obvious that many teachers and professors don’t believe their own bullshit anymore. It was an open secret that we weren’t getting a good education in college, and the students were not entirely to blame. Everything became about meeting the next deadline, passing the class, and getting the credits. The professors were often buried in deadlines for their latest 'publish or perish' project. I don’t think anyone ever asked if I learned anything. .... One professor even had us assign our own grades, which he said proudly that he never rounded down.

"The education system hasn’t measured real learning in a long time. In academia, measures have become goals—or in the case of the professor who had us assign our own grades, measures were thrown out entirely. For generations, students have been telling professors what they want to hear, but it’s been getting worse ...

"AI is disruptive. It’s moving much faster than any of us can keep up with. But it’s also an invitation to get serious about our measures of success. ...

"Convince students that their ideas matter; ask them what they think; and listen, not for a correct answer, but an original one. Teach them how to build research projects and business plans from scratch. Ask them to provide feedback and revise their work more than once. Take this as the opportunity to see where the education system is failing and to embark on wholehearted reform."

~ Clare Ashcraft from her post 'Gen Z Is Not as Besotted With AI as You Think: The shortcuts it offers speak more to education’s failures than the technology’s benefits.'

Intimidating broadcasters with the “public interest” standard is a worse abridgement of free speech than censorship.

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The recognition of a Palestinian state betrays good and rewards evil.

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