I took gym class online in high school. Best class ever. Just had to make up data for much I ran and how many push ups I did every day. I started at 5 and went up by 1 every week so it looked like I was improving. It was a dumb state class requirement that slipped through the cracks when I moved between states after freshman year, so I had to cram it in my senior year to be able to graduate.
this post was submitted on 25 Mar 2026
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I think the realistic point she was trying to make was that we should be teaching kids how to think not what to think. We have tools that automate all these things now that doesn’t mean we shouldn’t still learn about what the agents are actually doing under the hood. But what kids these days are truly missing is cognitive reasoning skills. THAT is what needs to be taught.
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you give up your abilities, you never get them back
"Julia" has a point, though. Not about the facts, but about the grading of the essays. A five-year-old can now produce a high-school level essay. The writing of essays has become pointless busywork better handed to a machine.
It used to be that penmanship was considered crucial to writing. It wasn't good enough to have an idea and write it down; your audience had to be able to read what you wrote. Cursive was an essential skill for millenia. I spent 30+ minutes a day for 5 years practicing cursive.
Now, if it is taught at all, cursive has become a graphic art, not a language art. It is important to calligraphy, not communication.
Likewise, modern language arts can place less focus on spelling, grammar, structure, format, and other simple factors where machines have achieved competency, leaving in-depth study of these subjects to the poets. Communicative studies can focus on research, logic, rhetoric.
Well there you're more comparing handwriting to typing. Appreciation for handwriting has largely been supplanted by font and typeface, and you could probably do some interesting research on how that's evolved, how in the days of the internet we can use different typefaces to simulate inflection or even accent in text.
The problem isn't "you used to write your essays, you used to type them on a typewriter, you used to type them on a computer, now I make them with an AI." AI is more like paying someone else to write your essay and turning in work YOU didn't do.
The real lesson to be had in scholarly writing is research, verification of sources, drawing valid conclusions based on evidence. These are skills you need to READ scholarly research as well, because there's an entire industry of bullshit fake science out there. That's a hard skill to actually teach though, that teachers really don't have the time to do. So they teach grammar school to college sophomores.
Yes, it used to be that the putting of words on paper/screen was the "work" of an essay.
What I am saying is that the actual work of writing is the thought behind it. The effort of research, of developing an opinion, of forming the foundation of a complex argument. The High School English teacher's obsessions with word count and strict adherence to grammatical rules are not "work". They are mindless drivel. We churned out generations of morons with excellent grammar but no ability to actually think.
That will no longer suffice. Any half-assed AI can spit out a thousand words on any topic you care to name, all with perfect spelling and grammar that would have made a 1990's AP English teacher cream themselves. And without any idea of what it was actually writing.
Don't teach kids to do the work of machines. Teach them to be poets. Teach them how to research. Teach them how to think, not how to imitate the mindless behavior of an essay-writing AI.
This is more of a personal, subjective note. Being handed some arbitrary writing assignment that I'm not actually invested in and don't actually understand what the teacher is really asking for, and then staring at a blinking cursor on an empty Word document with this buildup of frustration. I remember going through that my senior year of high school, and then I watched my girlfriend go through the same thing the next year.
I've written a lot over my lifetime, in various degrees in formality. I've written aircraft manuals and checklists, company procedures, lesson plans, primary research and scholarly essays, when it's a subject that is at all relevant to my life, that feeling of WHY THE FUCK ARE THEY MAKING ME WASTE MY TIME ON THIS isn't there. I took an intro to engineering course in college. We were given an assignment to pick out some engineering disaster, some calamity caused by a mistake made by an engineer, and write a ten page report on it. Being an aviation nut, I picked out the saga of the DC-10's cargo door latches. I cited NTSB reports, the Applegate memo, the DC-10's operating manual, and the eventual Airworthiness Directive that resulted. I pretty easily filled those ten pages. It somehow wasn't the same tedious bullshit that discussing themes in Wuthering Heights was in high school.
The biggest knack to teaching is getting the student to care.
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