A very long disengagement

is the title of an article in the Chronicle of Higher Education, "Chronicle Review," Jan. 6, B7, by Mark Bauerlein. It seems I've heard this refrain before--even thought it myself about 20 years ago when my children were in high school--or maybe 30 years ago when they were just starting their formal education.

His article draws on a number of surveys which seem to all show that today's high school and college students are running on empty when it comes to history, civics, literature, arts, geography, and politics, all seemingly from a decrease in reading and an increase in blogging, chat rooms, surfing the net and e-mail. What they've gained in technology, they've lost in curiosity. They seem to be suffering from "acute peer consciousness."

Yet, my children didn't have technological distractions, these wireless apron strings to their friends, but even 20 or 30 years ago I was complaining that the school was emphasizing thinking skills, broad context, personal responsibility and a deeper understanding of life without expecting the children to have background and content put there by the school system. Memorize facts? Don't even think it, you old fashion Mama! They were expected to drop their buckets into empty pools and bring something up.

Yes, a very long disengagement--but I doubt that personal technology is the culprit.