Curiouser and Curiouser

          In the persuasive essay "Curiouser and Curiouser", Roger Scruton (2011) argues that technological gadgets and social media sites are changing the way we communicate and how we perceive private and public lives. Scruton supports his opinions through defining the dividing line between intimacy and exposure, outdated laws of libel and defamation, and how technology is transforming the way we communicate with one another. Scruton’s purpose is to identify social media and technological communications that are breaching our rights of privacy. The intended audience are the older generations and parents who entrust their children with such gadgets.

          We find that this persuasive essay is very well written and provides many examples to help the reader identify what problems come with a technologically savvy generation. We also found this persuasive essay a bit scary, as what you put on the internet is shared with the world. Scruton describes an incident in which journalists of the Guardian stole his emails and published them in the newspaper. At the same time, Julian Assange, was considered a hero by some when he released information that others wanted to hide. We believe that overall, the internet is a place where your personal information is not safe. Pictures can be stolen and shared by those who are trying to deface your character and these days, according to Scruton, there is little you can legally do to stop defamation. One of our group members disliked the fact that Scruton failed to provide supporting evidence, as everything Scruton stated was a personal opinion.

          Are the technological gadgets used today worth giving up certain freedoms or competencies that were once considered a necessity? Scruton suggests that “Very little is stored in our heads, and our recollections drift in cyberspace”, leaving only room to depend solely upon these gadgets to alleviate humans of mental exercises (228). Communicating is another factor that is negatively affected by the technological dependencies of this new generation. “Our personalities emerge from our interactions; all that we value and all that we fear has its source in communication”, states Scruton as he discusses the fact that humans are social creatures and communicating is indeed the basis of human life (230). Along with this complete failure in effective communicating is a privacy issue that is becoming less important to those who live within the web of the internet, as Scruton points out through the invasive measures the Guardian took to steal his emails (229). With technology sweeping the world into a technological savvy life, Scruton suggests that we are indeed losing competencies, freedoms, and the ability to communicate through technological gadgets.

Our Brain on Google

 William Badke’s article titled "How Stupid is Google Making Us?" (2012) discusses that Google is not making us stupid but rather the broadness of the technological age is transforming our brains into some sort of incomprehensible multiliterate processor that possesses the ability to research semi-effectively without using deep contemplation on the subject. Badke supports his evaluation through many discussions including: the challenges to good research, the iBrain study, different definitions for the word stupid, fears behind such a multiliterate generation, and lastly, how we can stimulate different parts of the brain to galvanize deep analysis. The purpose of Badke’s evaluation is to provide his readers with a basic understanding of how, what, and why the information age is similar and different to older generations in order to inform the current generation of how this technological age is aiding in an overall learning transformation. Badke establishes a relationship with the audience by providing interesting scientific research along with fears and suggestions as to how we can change by the way information literature is received, which enables students alike to see all sides of the argument.

Overall, we believe Badke did a great job providing a plethora of information to his readers. The iBrain study is perhaps the most interesting piece of this evaluation because it shows that just because we live in a technologically advanced world, we still possess the ability to utilize deep memory as long as we are taught how to think critically. We believe the biggest issue with information literature is not the fact that technology use has increased, but the fact that we, as students, know how easy it is to find information. Sometimes we will procrastinate on researching which leaves us with little to no time to think critically on the assignment. Sometimes our schedules are so hectic that we don’t mean to procrastinate, but it just happens. Either scenario increases the likelihood that our deep thought process is hindered simply from a lack of time set aside for the assignment, whether it is intentional or not. As stated by Badke, “Students have been doing shallow research at the last minute with minimal thought since long before the electronic age” (226) which shows us that this isn’t something that is newly found. This is a problem existent upon many students who either have too much going on or they are procrastinators.

Badke is not suggesting that Google is making us stupid, but rather stating that search engines provide information so quickly that we do not allow ourselves to think deeply. Could this phenomenon of rapid data absorption create a society capable of deep thought? Or is it absolutely necessary for students to learn and utilize deep thinking skills? Badke answers these questions quite nicely as he states, “As the more traditional educators have been saying for years, skill with information is no substitute for a shallow knowledgebase and lack of emphasis on deep thought” (226). The information is out there, but it remains up to the student to possess the ability of deep thought in order to fully understand what is being researched. Badke states nicely “that this is not an either/or situation” (226), a student must possess critical thinking skills in order to be a fully educated student. There cannot be one or the other; the two go hand in hand.