{"id":987,"date":"2026-07-16T04:08:59","date_gmt":"2026-07-16T04:08:59","guid":{"rendered":"https:\/\/nationallogisticspost.com\/?p=987"},"modified":"2026-07-16T04:08:59","modified_gmt":"2026-07-16T04:08:59","slug":"how-schools-made-gen-z-weaker","status":"publish","type":"post","link":"https:\/\/nationallogisticspost.com\/?p=987","title":{"rendered":"How Schools Made Gen Z Weaker"},"content":{"rendered":"
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T<\/span>he long-looming crisis in Western education is fully upon us. Due to uncritical programs that blindly touted the supposed benefits of technology in classrooms and well-intentioned but misguided counselors who shifted the focus of education from the pursuit of knowledge to the coddling of children\u2019s feelings, Generation Z will be the first in U.S. history to score lower on cognitive measures and academic tests than previous generations.<\/p>\n

Read more Sen. Lindsey Graham\u2019s Sister Appointed to Serve the Remainder of His Term<\/a><\/p>\n

\u201cAnd to make matters worse, most of these young people are overconfident about how smart they are,\u201d Dr. Jared Cooney Horvath told the New York Post<\/em>. \u201cThe smarter people think they are, the dumber they actually are.\u201d<\/p>\n

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Consequently, it is our duty as teachers to scrap the technological and child worship that has failed a generation of students.<\/p>\n<\/blockquote>\n<\/div>\n

Horvath, a cognitive neuroscientist and former teacher, noted that lower test scores are directly related to the amount of time students spend on computer screens in school. He claims that unrestricted access to devices has weakened rather than strengthened learning capabilities. Horvath told Congress that Gen Z has scored lower than their predecessors on every cognitive measure tested, including basic attention, memory, literacy, numeracy, executive functioning, and general IQ, despite going to more school than previous generations.<\/p>\n

\u201cSo, why? What happened around 2010 that decoupled schooling from cognitive development?\u201d Horvath asked Congress before concluding, \u201cThe answer appears to be the tools we are using within schools to drive that learning.\u201d<\/p>\n

Many of us in the teaching profession have aided and abetted this cognitive decline by accepting new technologies in the classroom without question. Although great teachers and philosophers like Neil Postman warned us decades ago to resist \u201ctechnology for technology\u2019s sake,\u201d well-meaning administrators adopted innovations without considering the impact they would have on children. Postman presciently argued that we were in danger of \u201cdeifying\u201d technology. Evan as far back as the mid-19th\u00a0century, Henry David Thoreau warned us that \u201cMen have become the tools of their tools.\u201d Modern educators did not heed these warnings; on the contrary, they embraced technology and ushered in a Huxleyan brave new educational world where information worship replaced thinking, and students\u2019 attention, focus, and time were hijacked by devices.<\/p>\n

Since the turn of the 21st century, too many educators have conflated access to information with the accumulation of knowledge. Along the way, Aristotle\u2019s idea of seeking eudaimonia <\/em>(the pursuit of the good, the beautiful, and the true) was replaced with a frantic desire for instant gratification.<\/p>\n

Rather than the numerous trainings designed to help teachers integrate new technologies into the classroom, we might have benefited from simple philosophical discussions centered around the concepts of techne<\/em> and episteme<\/em> in Aristotle\u2019s Nicomachean Ethics<\/em>. In short, we could have discussed and debated how much of our work was dedicated to technical skill development rather than helping students understand why<\/em> something is true through systematic study, logic, and deduction.<\/p>\n

This negligence has produced a narcissistic generation unable to place itself squarely on the historical timeline, resulting in the irrational belief that the world today is worse than it has ever been. Consequently, not only do we face a crisis in education, but also a teen mental health crisis stemming from a Faustian bargain that sacrificed the quest for meaning and purpose with the voluntary embrace of information overload and the nefarious practice of encouraging young people to constantly focus on their feelings.<\/p>\n

Read more The West Is a Superior Civilization (And I Don\u2019t Care If That Offends You)<\/a><\/p>\n

The teen mental health crisis is the tragic consequence of Western educators succumbing to a \u201cdevouring mother\u201d approach to counseling and teaching. This is most saliently represented in social-emotional programs that fetishize kindness and make weakness a virtue. In 2018, Jonathan Haidt and Greg Lukianoff masterfully documented how these \u201cgood intentions\u201d were \u201csetting up a generation for failure.\u201d Such misguided empathy has led many students to wallow in \u201clearned helplessness,\u201d a condition that Psychology Today<\/em> defines as \u201cwhen an individual continuously faces a negative, uncontrollable situation and stops trying to change their circumstances, even when they have the ability to do so.\u201d<\/p>\n

Rare is the teacher today who has not faced \u201clearned helplessness\u201d in the classroom. In a perverse play on the old Soviet joke, \u201cWe pretend to work and they pretend to pay us,\u201d some modern teachers can be heard saying, \u201cWe pretend to teach and they pretend to learn.\u201d Other, more cynical teachers say, \u201cWe give them the answers. They write them down. And we call it learning.\u201d Alas, our noble instinct to help in the short-term is leading to long-term suffering, prompting the Atlantic<\/em> to note, \u201cAt elite universities and law schools, upwards of 40 percent of students now qualify for accommodations, and an increasing number for mental health issues such as anxiety or depression.\u201d\u00a0(RELATED: Ignorance Is Not Bliss: The Dumbing Down of America)<\/strong><\/p>\n

Despite this bleak picture, there is much that teachers can do to confront the challenges posed by the current crisis in education. However, since the most effective measures are rooted in what some progressives might vituperatively smear as the white patriarchal past, it is likely that those attempting to implement them will be labeled as severe, harsh, unkind, and, of course, racist. Still, there might not be a more essential and life-saving endeavor than encouraging students to pursue the Greek virtue of wisdom through self-control, courage, and justice. Unfortunately, our current system has produced too many young social justice warriors who exude misguided courage, little self-control, and absolutely no wisdom.<\/p>\n

Another challenge is that, sadly, many young people are being indoctrinated to believe that, rather than making oneself physically, emotionally, and intellectually strong, true virtue lies in being a passive and weak victim. To combat this tragedy, teachers should introduce students to the fact that being weak has never been and will never be a virtue. As Dr. Jordan Peterson has stated, \u201cDon\u2019t confuse weakness with moral virtue: I\u2019m harmless, therefore I\u2019m good. If you\u2019re harmless, you\u2019re just weak. And if you\u2019re weak, you\u2019re not going to be good.\u201d<\/p>\n

Although today\u2019s secular educators might be reluctant to admit it, many have corrupted Christ\u2019s message that the \u201cmeek shall inherit the earth\u201d to mean that the weak will one day rule. However, the true meaning of the message is rooted in the ancient Greek concept of praus<\/em>, or strength under control. Thus, the strong who sheath their swords but are always ready for a fight will inherit the earth. And it is the strong who bear the responsibility of protecting the weak.<\/p>\n

Consequently, it is our duty as teachers to scrap the technological and child worship that has failed a generation of students. This can be accomplished through a return to the rigorous reading, writing, math, and physical education programs that made the United States a leader in education in the 20th century. We must reconstruct schools to resemble sacred places where young people are pushed to build the necessary intellectual, emotional, and physical strength to survive and thrive in a competitive and unfair world.<\/p>\n

That used to be education\u2019s mission. It should be again.<\/p>\n

READ MORE from Dana E. Abizaid:<\/strong><\/p>\n

\u2018Dance Cams\u2019 Ruin Sports in This Brave New World<\/strong><\/p>\n

Making Western Students Strong Again<\/strong><\/p>\n

UC Berkeley Joins Forces With Nancy Pelosi<\/strong><\/p>\n

Dana E. Abizaid, a freelance writer and teacher, has written for <\/em>The Daily Caller, Forbes, Salon, and <\/em>The American Spectator among other publications.<\/em><\/strong><\/p>\n

Read more First Child Under 12 Euthanized Since the Netherlands Law Passed<\/a><\/p>\n<\/div>\n<\/div>\n","protected":false},"excerpt":{"rendered":"

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