In “Has College Gotten Too Easy?”, Joe Pinsker notes a curious inversion: grades rise as the quality of student work declines. He borrows a distinction from a Harvard sociologist—“easy” can mean lighter material or looser grading—and suggests the latter is doing most of the work. From where I sit, it’s both. Around 2010, as reading skills began to erode, writing instructors quietly trimmed the syllabus. Fewer essays, fewer books, and almost nothing long. The last time I assigned The Autobiography of Malcolm X, a 500-page climb, the backlash was volcanic. Students weren’t being asked to read; they were being asked to endure. It felt less like instruction and more like pitting a white belt against a black belt and calling it pedagogy.
Something fundamental shifted at the same moment. The smartphone didn’t just arrive; it reprogrammed. We moved from readers to watchers. As readers, we practiced interiority—the habit of turning language inward until it took root. Sentences weren’t skimmed; they were inhabited. Ideas weren’t collected; they were argued with, revised, made to answer to memory and conscience. Interiority is not mere comprehension; it is a private workshop where meaning is built, not downloaded.
Around 2010, that workshop closed early. In its place came what I’ll call dopaminergic exteriority: attention pulled outward by a conveyor belt of novelty—short videos, endless scroll, perpetual interruption—until thought has no time to cohere. The mind becomes a relay station for images, optimized for reaction rather than reflection. The inner dialogue thins to a whisper; the feed does the talking.
The consequences show up in the classroom. Interiority tends to produce patience, skepticism, and a tolerance for difficulty—the raw materials of maturity. Exteriority produces the opposite: impatience, certainty without evidence, and a preference for the quick hit. Ask for Moby-Dick and you’ll get a highlight reel about “the great whale” in thirty seconds. The novel becomes a rumor; the rumor earns the grade.
Institutions adapt. They always do. Assignments shrink. Expectations soften. Grades inflate to meet the new baseline of attention. Students, understandably, demand high marks for low friction; colleges, increasingly, oblige. The result is not a conspiracy but a convergence: a curriculum calibrated to the scroll.
We tell ourselves this is access, flexibility, modernization. There’s some truth in that. But there’s also evasion. A watered-down education is what you get when a culture trades interiority for the next stimulus. We begin to prefer performance to thinking, identity to argument, and ease to effort. We stop reading the world and start skimming it.
None of this is irreversible, but it is cumulative. Interiority is a practice; it returns when practiced. Assign the long book again. Require the sustained argument. Give students something that resists them. Not because difficulty is virtuous, but because without it, the mind never learns to stay.
Cinemorphosis 
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