And the worst part, for me, is that so much of this propaganda is being delivered effectively.

Effective propaganda designs itself so that any attempt to refute it instead reinforces it.

"Oh, you question the need for us to self isolate? Clearly you're secretly a member of that other group." No!

Fuck this.

We aren't here on this green and blue and increasingly hot orb for any particular reason that I can discern.

But we're here, and we're here together, and we're stuck.

So we owe it to ourselves, and to one another, to hold space for one another, to experience what this life has to offer, and to work together.

Now, you may be asking yourself 'Why would there be a bunch of propaganda targeted at younger adults and teens which appears designed to isolate them, to make them hate one another, and to make them suspicious of anyone who tries to unify them?"

And the answer, I think, is simple. We're living through the dying days of a failing empire. People are easier to control when they're alone. People are easier to keep alone when you've cultivated an idea in their minds that they're correct, and special, and the only way to remain both of those things is to remove anyone who isn't correct and special from their lives.

I feel like that last bit needs to be unpacked.

I work with kids on a volunteer basis. I mostly do reading tutoring, which consists largely of giving these kids situations in which they are motivated to read, and then trying to remove obstacles.

The other part of what I do is focused on helping kids develop healthy and safe relationships with technology.

A lot of the kids I work with are autistic or have some other kind of learning difference that has left them falling behind other kids their age, but some of the kids I'm working with right now are seemingly NT and reasonably well adjusted. They're smart, but also they're between the ages of 8 and 12 and reading on a first grade level at best.

I work with their teachers and their therapists and their mental health professionals and their parents to figure out what can be done, what motivates them, where they're doing well and what they struggle with.

I did this kind of work less before covid, but some. Since covid, I've kind of stumbled smack in to the middle of it. (One of my closest and oldest friends is dating the director of the special education non-profit affiliated with our local Montessori school. The director is my wife's best friend. Their kids are among the group I'm working with.)

Pre-covid I was mostly working with the children of affluent families as a result of the area that we lived in. These kids mostly didn't have access to technology at all, outside of a classroom setting. Within the classroom setting, that technology access was heavily mediated.

Now I'm working with a combination of fairly affluent kids (it is a private school, after all) and very much not (we're in rural north GA, and associated with a non-profit that provides various needs based scholarships.) It is like I'm living in a different universe though. I don't know how much is covid (I never worked with kids in this area pre-covid), but discounting that, the biggest difference between the DC area kids I was working with 5+ years ago and the kids I'm working with now is technology access.

I'm in a kind of unique position, because I'm not a teacher.

I'm mostly playing games, making puzzles, curating books and video games and movies, and helping parents build strategies for encouraging reading.

I'm doing this with access to these kids teachers, but also their diagnoses and IEPs, and occasionally support from other professionals.

And what I'm seeing is terrifying.

The first thing I want to point out is that every parent tells me some variation on "oh he's so much better with this stuff than I am" w/r/t tech in general and it's just not true.

None of these kids are good with technology, not even a little bit. Some of them have grown adept at navigating the menus on a Nintendo switch, or have learned some tricks to cover their tracks when they're doing something they're not supposed to on a smartphone, but across the board they have a fundamental lack of understanding of even the basic principles of most of the tech they interact with.

What they're good at is getting to the thing that they want. They're good at this not because they are good at technology, but because they're desperate, and have nothing better to do.

Over the years, I've done some work with some people who were addicted to various drugs. Meth is the big one around here, but I've worked around and with folks with various chemical dependencies.

Saying these kids are good with technology is like saying those folks were good at chemistry.

What they're good at is getting a fix.

The tech of choice for most of these kids is YouTube.

That's what they want.

When they can get it, they use speech to text to search for what they are after, and then use pictures to pick which video they'll start with.

And then they just sit. Sometimes they'll skip a video or pick one off the list, but mostly they just sit and stare until they get caught.

None of these kids have intentional unrestricted YouTube access on any device, but they're desperate and they've got free time. They find all kinds of cracks and gaps that let them get to YouTube.

When they aren't on YouTube, they're on whatever slot machine mechanics wrapped around a children's media franchise mobile game has attracted their attention that month.

Most of the kids I work with don't have smartphones or tablets (some of them do) but they've all gotten pretty good at giving mom a convincing reason to hand hers over.

I've been struggling, lately, because most of the tools and techniques that I've used to motivate kids in the past aren't working anymore.

Their TV shows are hyper-stimulating. Their video games are hyper-stimulating and have a dozen baked in slot machine mechanics. (Even the benign looking games, hot wheels racers and the like, are full of random draw lootboxes.) Everything is designed to maximize their attention and keep them coming back.

We used to describe video games as "addictive" as if that was a good thing, when it was rarely true in even extreme circumstances. Now it's just true most of the time, and obviously bad.

When I was 8, I'd have rather done literally anything else than to sit quietly and do nothing.

I'd stare out the window, listen to music, read a book, draw, ask questions, tell stories, play solitaire. If I was going to need to be quiet and in the same spot for a long enough period of time, I would even do practice math problems to pass the time. Anything to keep things moving.

But these kids I'm working with now would rather sit and be miserable (and they are clearly, obviously miserable. Frankly, suffering to an extent that exceeds my expectations) instead of reading or writing or drawing or whatever.

I might be able to get their attention for a few minutes, but eventually it wanes and then they'd rather do nothing, when doing nothing is causing them a great amount of distress, than have to put the work in to do something else.