I’m Gen X. I was pretty young when I earned my PhD, so I’ve been a professor for a long time—over 30 years. If you’re not in academia, or it’s been awhile since you were in college, you might not know this: the students are not what they used to be. The problem with even talking about this topic at all is the knee-jerk response of, “yeah, just another old man complaining about the kids today, the same way everyone has since Gilgamesh. Shake your fist at the clouds, dude.”1 So yes, I’m ready to hear that. Go right ahead. Because people need to know.

First, some context. I teach at a regional public university in the US. Our students are average on just about any dimension you care to name—aspirations, intellect, socio-economic status, physical fitness. They wear hoodies and yoga pants and like Buffalo wings. They listen to Zach Bryan and Taylor Swift. That’s in no way a put-down: I firmly believe that the average citizen deserves a shot at a good education and even more importantly a shot at a good life. All I mean is that our students are representative; they’re neither the bottom of the academic barrel nor the cream off the top.

As with every college we get a range of students, and our best philosophy majors have gone on to earn PhDs or go to law school. We’re also an NCAA Division 2 school and I watched one of our graduates become an All-Pro lineman for the Saints. These are exceptions, and what I say here does not apply to every single student. But what I’m about to describe are the average students at Average State U.

Reading

Most of our students are functionally illiterate. This is not a joke. By “functionally illiterate” I mean “unable to read and comprehend adult novels by people like Barbara Kingsolver, Colson Whitehead, and Richard Powers.” I picked those three authors because they are all recent Pulitzer Prize winners, an objective standard of “serious adult novel.” Furthermore, I’ve read them all and can testify that they are brilliant, captivating writers; we’re not talking about Finnegans Wake here. But at the same time they aren’t YA, romantasy, or Harry Potter either.

I’m not saying our students just prefer genre books or graphic novels or whatever. No, our average graduate literally could not read a serious adult novel cover-to-cover and understand what they read. They just couldn’t do it. They don’t have the desire to try, the vocabulary to grasp what they read,2 and most certainly not the attention span to finish. For them to sit down and try to read a book like The Overstory might as well be me attempting an Iron Man triathlon: much suffering with zero chance of success.

Students are not absolutely illiterate in the sense of being unable to sound out any words whatsoever. Reading bores them, though. They are impatient to get through whatever burden of reading they have to, and move their eyes over the words just to get it done. They’re like me clicking through a mandatory online HR training. Students get exam questions wrong simply because they didn't even take the time to read the question properly. Reading anything more than a menu is a chore and to be avoided.

They also lie about it. I wrote the textbook for a course I regularly teach. It’s a fairly popular textbook, so I’m assuming it is not terribly written. I did everything I could to make the writing lively and packed with my most engaging examples. The majority of students don’t read it. Oh, they will come to my office hours (occasionally) because they are bombing the course, and tell me that they have been doing the reading, but it’s obvious they are lying. The most charitable interpretation is that they looked at some of the words, didn’t understand anything, pretended that counted as reading, and returned to looking at TikTok.

This study says that 65% of college students reported that they skipped buying or renting a textbook because of cost. I believe they didn’t buy the books, but I’m skeptical that cost is the true reason, as opposed to just the excuse they offer. Yes, I know some texts, especially in the sciences, are expensive. However, the books I assign are low-priced. All texts combined for one of my courses is between $35-$100 and they still don’t buy them. Why buy what you aren’t going to read anyway? Just google it.

Even in upper-division courses that students supposedly take out of genuine interest they won’t read. I’m teaching Existentialism this semester. It is entirely primary texts—Dostoevsky, Kierkegaard, Nietzsche, Camus, Sartre. The reading ranges from accessible but challenging to extremely difficult but we’re making a go of it anyway (looking at you, Being and Nothingness). This is a close textual analysis course. My students come to class without the books, which they probably do not own and definitely did not read.

Writing

Their writing skills are at the 8th-grade level. Spelling is atrocious, grammar is random, and the correct use of apostrophes is cause for celebration. Worse is the resistance to original thought. What I mean is the reflexive submission of the cheapest cliché as novel insight.

Exam question: Describe the attitude of Dostoevsky’s Underground Man towards acting in one’s own self-interest, and how this is connected to his concerns about free will. Are his views self-contradictory?

Student: With the UGM its all about our journey in life, not the destination. He beleives we need to take time to enjoy the little things becuase life is short and you never gonna know what happens. Sometimes he contradicts himself cause sometimes you say one thing but then you think something else later. It’s all relative.

You probably think that’s satire. Either that, or it looks like this:

Exam question: Describe the attitude of Dostoevsky’s Underground Man towards acting in one’s own self-interest, and how this is connected to his concerns about free will. Are his views self-contradictory?

Student: Dostoevsky’s Underground Man paradoxically rejects the idea that people always act in their own self-interest, arguing instead that humans often behave irrationally to assert their free will. He criticizes rationalist philosophies like utilitarianism, which he sees as reducing individuals to predictable mechanisms, and insists that people may choose suffering just to prove their autonomy. However, his stance is self-contradictory—while he champions free will, he is paralyzed by inaction and self-loathing, trapped in a cycle of bitterness. Through this, Dostoevsky explores the tension between reason, free will, and self-interest, exposing the complexities of human motivation.

That’s right, ChatGPT. The students cheat. I’ve written about cheating in “Why AI is Destroying Academic Integrity,” so I won’t repeat it here, but the cheating tsunami has definitely changed what assignments I give. I can’t assign papers any more because I’ll just get AI back, and there’s nothing I can do to make it stop. Sadly, not writing exacerbates their illiteracy; writing is a muscle and dedicated writing is a workout for the mind as well as the pen.

Arithmetic

I’m less informed to speak out on this one, but my math prof friends tell me that their students are increasingly less capable and less willing to put in the effort. As a result they have had to make their tests easier with fewer hard problems. When I was a first semester freshman (at a private SLAC, yes, but it wasn’t CalTech) I took Calculus 1. Second semester I took Calculus 2. I don’t think pre-calculus was even a thing back then. Now apparently pre-calc counts as an advanced content course. My psych prof friends who teach statistics have similarly lamented having to water down the content over time.

Symbolic Logic was a requirement when I was a grad student. The course was a cross-listed upper-division undergrad/grad class. Jaegwon Kim taught the course, and our sole textbook was W. V. Quine’s Methods of Logic, which we worked through in its entirety. I think we spent two weeks on propositional logic before moving on to the predicate calculus. We proved compactness, soundness, and completeness, and probably some other theorems I forget. There is no possible way our students, unless they were math or computer science majors, would survive that class.

What’s changed?

The average student has seen college as basically transactional for as long as I’ve been doing this. They go through the motions and maybe learn something along the way, but it is all in service to the only conception of the good life they can imagine: a job with middle-class wages. I’ve mostly made my peace with that, do my best to give them a taste of the life of the mind, and celebrate the successes.

Things have changed. Ted Gioia describes modern students as checked-out, phone-addicted zombies. Troy Jollimore writes, “I once believed my students and I were in this together, engaged in a shared intellectual pursuit. That faith has been obliterated over the past few semesters.” Faculty have seen a stunning level of disconnection.

What has changed exactly?

• Chronic absenteeism. As a friend in Sociology put it, “Attendance is a HUGE problem—many just treat class as optional.” Last semester across all sections, my average student missed two weeks of class. Actually it was more than that, since I’m not counting excused absences or students who eventually withdrew. A friend in Mathematics told me, “Students are less respectful of the university experience —attendance, lateness, e-mails to me about nonsense, less sense of responsibility.”

• Disappearing students. Students routinely just vanish at some point during the semester. They don’t officially drop or withdraw from the course, they simply quit coming. No email, no notification to anyone in authority about some problem. They just pull an Amelia Earhart. It’s gotten to the point that on the first day of class, especially in lower-division, I tell the students, “look to your right. Now look to your left. One of you will be gone by the end of the semester. Don’t let it be you.”

• They can’t sit in a seat for 50 minutes. Students routinely get up during a 50 minute class, sometimes just 15 minutes in, and leave the classroom. I’m supposed to believe that they suddenly, urgently need the toilet, but the reality is that they are going to look at their phones. They know I’ll call them out on it in class, so instead they walk out. I’ve even told them to plan ahead and pee before class, like you tell a small child before a road trip, but it has no effect. They can’t make it an hour without getting their phone fix.

• They want me to do their work for them. During the Covid lockdown, faculty bent over backwards in every way we knew how to accommodate students during an unprecedented (in our lifetimes) health crisis. Now students expect that as a matter of routine. I am frequently asked for my PowerPoint slides, which basically function for me as lecture notes. It is unimaginable to me that I would have ever asked one of my professors for their own lecture notes. No, you can’t have my slides. Get the notes from a classmate. Read the book. Come to office hours for a conversation if you are still confused after the preceding steps. Last week I had an email from a student who essentially asked me to recap an entire week’s worth of lecture material for him prior to yesterday’s midterm. No, I’m not doing that. I’m not writing you a 3000-word email. Try coming to class.

• Pretending to type notes in their laptops. I hate laptops in class, but if I try to ban them the students will just run to Accommodative Services and get them to tell me that the student must use a laptop or they will explode into tiny pieces. But I know for a fact that note-taking is at best a small part of what they are doing. Last semester I had a good student tell me, “hey you know that kid who sits in front of me with the laptop? Yeah, I thought you should know that all he does in class is gamble on his computer.” Gambling, looking at the socials, whatever, they are not listening to me or participating in discussion. They are staring at a screen.

• Indifference. Like everyone else, I allow students to make up missed work if they have an excused absence. No, you can’t make up the midterm because you were hungover and slept through your alarm, but you can if you had Covid. Then they just don’t show up. A missed quiz from a month ago might as well have happened in the Stone Age; students can’t be bothered to make it up or even talk to me about it because they just don’t care.

• It’s the phones, stupid. They are absolutely addicted to their phones. When I go work out at the Campus Rec Center, easily half of the students there are just sitting on the machines scrolling on their phones. I was talking with a retired faculty member at the Rec this morning who works out all the time. He said he has done six sets waiting for a student to put down their phone and get off the machine he wanted. The students can’t get off their phones for an hour to do a voluntary activity they chose for fun. Sometimes I’m amazed they ever leave their goon caves at all.

I don’t blame K-12 teachers. This is not an educational system problem, this is a societal problem. What am I supposed to do? Keep standards high and fail them all? That’s not an option for untenured faculty who would like to keep their jobs. I’m a tenured full professor. I could probably get away with that for a while, but sooner or later the Dean’s going to bring me in for a sit-down. Plus, if we flunk out half the student body and drive the university into bankruptcy, all we’re doing is depriving the good students of an education.

We’re told to meet the students where they are, flip the classroom, use multimedia, just be more entertaining, get better. As if rearranging the deck chairs just the right way will stop the Titanic from going down. As if it is somehow the fault of the faculty. It’s not our fault. We’re doing the best we can with what we’ve been given.

All this might sound like an angry rant. I’m not sure. I’m not angry, though, not at all. I’m just sad. One thing all faculty have to learn is that the students are not us. We can’t expect them all to burn with the sacred fire we have for our disciplines, to see philosophy, psychology, math, physics, sociology or economics as the divine light of reason in a world of shadow. Our job is to kindle that flame, and we’re trying to get that spark to catch, but it is getting harder and harder and we don’t know what to do.