NireBryce

reality is the battlefield

the first line goes in Cohost embeds

🐄 I am not embroiled in any legal battle
🐦 other than battles that are legal šŸŽ®

I speak to the universe and it speaks back, in it's own way.

mastodon

email: contact at breadthcharge dot net

I live on the northeast coast of the US.

'non-functional programmer'. 'far left'.

conceptual midwife.

https://cohost.org/NireBryce/post/4929459-here-s-my-five-minut

If you can see the "show contact info" dropdown below, I follow you. If you want me to, ask and I'll think about it.


lcsrzl
@lcsrzl

Academics across the country are talking about the reading problems they are seeing among traditional-age students. Many, they say, don’t see the point in doing much work outside of class. Some struggle with reading endurance and weak vocabulary. A lack of faith in their own academic abilities leads some students to freeze and avoid doing the work altogether.

And a significant number of those who do the work seem unable to analyze complex or lengthy texts. Their limited experience with reading also means they don’t have the context to understand certain arguments or points of view.


ewie
@ewie

please understand that i mean no offense to lucas when i say this, but i think the way the post sets up the article is kind of disingenuous. the quotes are real and this is stuff the article touches on, but it set me up in thinking that this was going to be yet another thinkpiece on the decline of phonics education from the chronicle of higher education, of all places. what i instead came away with was an incredibly understanding and considerate piece that acknowledges that, yes, this is a problem, but also that the problem is complex, that the causes are multifaceted, and the solutions are varied.

a failure of reading education is too big to have a single cause, because a failure in reading education is also a failure in all education. when we look at reading education, we are not looking at the entire story; we are looking at a case study. the story of ā€œwhy can’t students do the reading anymore?ā€ is also the story of the entire american education system, and the article acknowledges that. Is This the End of Reading? is, at the present moment, the definitive work on the topic, and it handles the topic so masterfully that it makes every other article on the decline of reading ability seem almost uninformed in comparison.

here’s the quotes that i would’ve included if i was the one who first shared it to cohost:

Blum recently discussed the argument of Kotsko’s Slate article with her students, who objected to the idea that their generation has lost the ability to read critically. ā€œWe have narrowed the definition of reading to a certain kind of material,ā€ she says — namely, textbooks and academic articles — ā€œand then we have drawn the conclusion that they can’t read or they won’t read.ā€

As for why they may not show up for class or do the work, Rubin thinks it’s part social anxiety and part cynicism. ā€œI think they see school very transactionally,ā€ he says. ā€œSchools also see students more transactionally than they did in the past. It’s not the deep relationship educators want it to be.ā€

i have so much more to say about this piece, but i’ll hold off on it because what i currently need is more of people’s reactions to this article. especially from people who are in education, either students or faculty. please comment them down below, or if you don’t feel comfortable sharing them then you can send me a private message on discord or through cohost’s asks feature (just state that you would like this ask to remain private and i will not publicly respond to it).


NireBryce
@NireBryce

d-does higher ed not realize that a lot of gen Z is traumatized by... school? like not in the normal way, but active shooter drills, fear of now common school shootings? they mention the pandemic causing these things but nothing about how like.

the schools themselves turned hostile to an entire generation, way way way more than anyone older than them really seems to realize

i forget if it was here or mastodon but someone shared stories of people sprinting into empty classrooms as like, an entire packed hallway and start getting things in front of the door, because someone slammed a door loudly

i can't imagine that's the whole thing, but it's gotta be part of it and it's just, not here, in the higher ed specialized industry publication


You must log in to comment.

in reply to @ewie's post:

Very good article. This is something I've been thinking about for a while. Literacy, the potential damage of standardized tests, and the nakedly transactional relationship between schools and students (which students no longer have patience for.)

As someone who recently exited higher education (specifically, my pandemic-interrupted PharmD), I concur: this was a good article. I felt like I could relate to a lot of if not all of the spread of viewpoints from students and educators in there. The problem of transactional reading and institutionalized failures to empower educators to genuinely engage with students really does stymie otherwise genuine passion about the subjects that my professors would have.

Whether or not the educational systems in play is able to overcome that inertia before more consequences rear its ugly head remains to be seen, but this article has me reckoning a growing realization I've had lately: the internet has accelerated the speed of information and media distribution to an unprecedented extent, and the consequences of it all are only just beginning to manifest.

šŸ‘ I am glad you read it and think it worthwhile. I agree with you and the article: the poor reading observed and bemoaned comes from more than just not doing phonics! (That’s kinda why I used the quote that I did: it speaks about the problem without being about one, of the many, likely factors in causing the problem. šŸ¤·ā€ā™‚ļø)

hey! thanks for not being too upset about me calling your quotes disingenuous. šŸ’— i appreciate the reasoning you had for picking the quotes you did. i don’t actually know if there were quotes you could’ve picked to help this article take off, i think it would’ve always needed a second push.

wow, there's a lot of peescient stuff here! i'll try to to pull out a couple of the things that i most resonated with. i'll start off by saying that i entered college in 2019 and graduated in 2023, so i got to do one full semester and change before the pandemic hit. i graduated high school with a 1440 on my SAT and three 5s and two 4s on my AP tests, but i had never written a paper longer than two pages double spaced or read a full-length academic paper.

  1. Letter Grading Sucks
    letter grading sucks!!! i was specifically reminded of how much i hate letter grading by the short segment where the author talks about "equitable grading practices" like raising the lower bound of grades to a 50 instead of a 0. from an equitability standpoint, i do think that makes sense. from the perspective of a single assignment, once you get below "failing," it doesnt matter how low you go; however, from the perspective of your overall grade, a 0 is orders of magnitude worse than a 50. not to mention that grades below 50 are even more arbitrary than normal and are wide open to capriciousness and abuse by hostile teachers. on the other hand, i also think that limiting the scale to 50 exposed how bad the scale is! we seriously have a scale where we cant use half of it? what is even the point then! nobody has yet been able to explain to me a good use case for tiered letter grades. the only point i can see is the ability to allocate more funding for students who are doing well and shunting underperforming students to "remedial" tracks. i also don't know that i have a practical solution. the only way i can think of to improve grading is by reducing the grade to pass/fail/incomplete and focusing more on actual feedback, since that is what drives improvement, but i have zero pedagogical training so i don't know how well or poorly that would work.

  2. Better Teacher:Student Ratio
    man, some of these class sizes are ridiculous. we need more teachers and professors to deal with all the students. this follows from the conclusion of my previous point (teachers cannot give more in-depth feedback if they have to grade 100 papers a day) and from the parts of the article where the author talks about students needing someone to actually care for them to succeed. it is impossible for trachers to genuinely and deepl care for each student when they see, say, 80 different students a day, maybe alternating every other day, each of whom they will probably not see much of again after the semester is over. we really need to reduce class sizes so students can get more individual attention, more consistent attention, and more in-depth feedback on their work.

  3. The Destruction of Reading For Pleasure
    okay you can tell where i got this one from lol. the school system, at least as i know it, is remarkably proficient in destroying the capacity of students to read for pleasure, myself included. i was a voracious little bookworm as a kid, but even by the time i started high school i was barely reading on my own anymore. im a year out from graduating college and i have not finished a single book in that time! if it were just me i would chalk it up to that classic "gifted kid" burnout, but i observed a similar pattern in almost all of my peers. it sucks, and i dont know how to fix it!

  4. "If they can see the point, they are eager to put that to use."
    this quote was super important to me. i know the "but when will we actually use this?" kid is a meme, but they exist for a reason. most teachers, i have found, are pretty bad at getting you to care about the material. they are, for the most part, just trying to get you through the class. this is a little bit better in college, in my experience, but there you often find a presumption of interest from the students by the professor. lemme tell ya, i did not care in the slightest about my "art of the ancient near east" class, i just needed the art history credit. the thing this, most of what you learn in school is "impractical" (for lack of a better word). no one is going to test you on this stuff in the real world and most of it you will not use on a day-to-day basis. if you're being constantly exposed to new thoughts and ideas, though, you will use this material, and often in surprising ways. however, if you dont read very much (see previous point) and if you dont have the critical analysis skills to pull interesting ideas out of the media you consume (as claimed in the article), well...

this is very long and probably not very original! however as a recent grad i still have strong feelings on the school system that shaped me, many of them negative. i really hope we can change it for the better, and soon.

I teach kids to program. It's a mostly self-guided course that contains step-by-step instructions on how to build a program and understand what it does. I can't say the curriculum is perfect and it's definitely something that warrants having an actual teacher there to clear up misunderstandings and explain topics better. But it works.

There are a few kids who need screenreaders. Some of them are still learning English and need the reader to understand it, which I get. Some are dyslexic so screen reading actually lets them absorb the material. Understandable. One of them can clearly read but refuses to make progress without the screen reader. I'd like to help them actually read and absorb the material how it's intended. But my boss says I have to just let them use the screen reader.

And then there's the comprehension. Some of them will go through all the instructions and just... Miss entire paragraphs. I don't know exactly why but they'll be extremely frustrated about it not working, and I'll come over and the problem will be that they skipped the instructions, decided they could build the game without them, refused to actually do the reading, or just... Didn't thoroughly read.

I've also had students who simply refuse to follow the instructions. They could read, but they just want someone to tell them exactly what to do to make the thing work. Even in sections designed to let them experiment and gain a deeper understanding of how the code works, they just want to get told exactly what to do. One of them, I know, has a mom who is very exacting about their progress. She tries to "supplement" our teaching to her child when she sees the child hasn't made good progress in a session.

And this makes it difficult to do my job. Bosses and parents and my own inexperience mean I struggle constantly to get my students to actually do the reading. To consider what the text of the instructions say, to experiment outside of the box. Even if they know one way to do things, sometimes the point is to learn a different way. And if they simply ignore that, what's left?

Honestly, I don't know much of what to do. But I do try to get them to read. I try to engage them about written media that I know they enjoy or may have interest in. And who knows, maybe that'll help. But they need to learn to enjoy reading.

I've also had students who simply refuse to follow the instructions. They could read, but they just want someone to tell them exactly what to do to make the thing work. Even in sections designed to let them experiment and gain a deeper understanding of how the code works, they just want to get told exactly what to do. One of them, I know, has a mom who is very exacting about their progress. She tries to "supplement" our teaching to her child when she sees the child hasn't made good progress in a session.

when this happened to me it was that I was lacking some fundamental that was explained in like two sentences that I missed, and I had no idea how to explain it because I never made the right logical leap because whatever it was didn't jump out at me as important and I had focused on something else.

I don't know how to fix that really, outside of maybe like, going to learnXinYminutes.com, finding your language and harvesting-converting the up-to-now bits of it into a vocab list / glossary / cheat sheet for students, so they aren't having to do recall on things the don't know well yet while also trying to learn. It's extra work, though.

in reply to @NireBryce's post:

I think you're missing a lot of the nuance here, especially with proportionality, history, and the sheer number of civilian child deaths, but yes the loudest voices are indeed like that which is... because they're overrepresented in media and feeds

look, I don't have a "side" in this, there's no actual excuse for a country to undertake a literal genocide.

there's nothing more complex than that anymore.

but the thing I'm actually pointing out in the previous post, ignoring that for the moment because we seem to at least mostly agree there, is you came and said there was a need for nuance while collapsing entire movements into the loudest, least involved people's viewpoints, you know?

The things is that you're talking nuance and the need for it, but still making these generalizations that don't really hold up when you're dealing with the majority of people who are primarily offline, at least, from what I've experienced across three cities.

which I'm not holding against you because it's like... everyone has the issue there, as the OP shows in the middle of the article, but it's a thing you really should watch for

most of the pro-palestinian protesters are there to stop civilian deaths. many know the history of recent israeli disproportionate response, less but still many know a pretty broad overview of the history, none of them want israel destroyed, or are at least unwilling to share it even among people who they think are aligned with them.

I've not seen any of them wanting israeli children dead like you say in the first comment, and most of them are focused on the fact that by the current count by the UN, we're at 21 eyes for an eye and counting. and it's not the first time that they've been out protesting disproportionate response, because the Palestinian movement in the US has been building since at least 2011

the pizza thing literally no one I've met seems to give a shit about over like 28 years old outside of the web. even then most people doing it are joking.

people actually building power for fighting corporations (and not simply running book clubs and meetings and posting and doing free canvassing for politicians but nothing with a <10y horizon), whether that's building tools, unionizing, building local networks of support, etc, don't really care about your politics if you want to help them. unions need all types as long as they aren't being disruptive, corps just have that much power and money right now.

in BOS, NHV/BPT, and before this conflict, Oakland when previous disproportionate responses were big, many even before that

people who are really online and also in these spaces tend to be those things until they've had enough knocks with the real world to realize people don't change that fast, but change faster if you're actually working towards something, because it destroys their preconcieved notions and helps make them realize all the lies they've been told, and if not, you can still use the extra hand to make stew for 150.

there's a whole lot of people who just aren't represented on here, who've got a whole lot of nuance. (but if you go in acting like you're right, even if you are, they'll see you as trying to manipulate them and push back)

but the nuance that you're missing is none of that matters when there's a rolling thunder going on that's aiming at hospitals, aid workers, civilians, children, with no goal of even reducing collateral damage because economic damage is one of the goals. The protestors want it to stop. And there right in doing so. Nuance only goes so far.

but if you're only looking online, you'll only get the opinions that are general enough to get boosted, chanted, memorized accidentally.

sure, every so often there's someone extreme, but like... they get tossed out.

painting with the broad brush will only get people treating you as hostile, because, in a sense, you are putting very dire words in their mouth

that's not more complex. it should not be more complicated to say that maybe civilians shouldn't be killed and the people doing that should stop or be stopped. you shouldn't say or act like it is deep and sophisticated to hold this position. it is not highly informed or deeply involved in a byzantine history of conflicts and debate because it doesn't have to be.

nuance is not a pure good. it is adding considerations to the understanding of a situation. often attempts to introduce nuance are in bad faith, and should be disregarded and dismissed with contempt. consider asking more often whether it actually makes a difference, or whether you are getting suckered into an irrelevant debate about shit that has no meaningful bearing on the reality at hand. does this even matter, or is it arguing about the wrong questions? is your goal to ensure Goodness Points are never assigned to anyone unworthy, or to improve reality? keep in mind who benefits when you continue to perpetually stop and think and add more and more factors to your consideration. try to instead focus on the right ones.

citations needed just did an episode about this

that is not good faith. people on the "side" of palestine telling you that you were saying these things in bad faith were right. you failed to understand the basis of their protestations, and instead came about on them with a "but do you condemn hamas." you are wildly cherrypicking variously dubious historical claims to support whatever makes you the smartest person in the room. what previous ceasefires, the ones israel broke? what the fuck is a "defensive weapon"? literally what the fuck are you talking about?

those last three are rhetorical questions, i am not interested in being the one to drag you through this.

so like, you aren't listening and just restating your points constantly. I get that this is charged, but, like, there's nuance here that you may disagree with, but you can't have that nuance preaching cake and eat it too. Nuance doesn't only apply when you agree with it, as you said, and nuance you disagree with isn't bad faith, as you said.

I recommend re-reading MLK’s letter on people in his time doing similar before reading the rest of this, but I'm not gonna say it's required

but you're wearing patience thin by just constantly insisting the same stuff instead of like, talking, having any actual shared understanding forming. I get that it's a thing that gets people defensive, but like, this is starting to feel like you're misunderstanding people getting angry about this as them hating your position, instead of seeing that you're saying the same ignorant stuff as the staunch opponents. This is a complex war. Many sides aren't great. but you're not only ignoring proportionality, but also missing that none of that matters until the deaths and threats of death and infrastructure destruction in the place you were told to evac to, the FOURTH TIME this has happened at least. There isn't time or energy to be debating people like that. I'm extending a pretty big olive branch by engaging with you this much, and even then I'm losing my calm because of how much you're just actively wasting energy that could go to anywhere else for progress on things. If all the people handwringing about this put it towards stopping the actual, in place, happening right now genocide going on, we might even be further along in the stopping of it.


but like, there's this exchange right above:

In that case, it absolutely was relevant. Because if Israel is over-armed, they commit genocide on Palestinian civilians. If Israel is under-armed, then Hamas commits genocide on Israelis.

and then you say that this was misrepresenting you:

(widr) you failed to understand the basis of their protestations, and instead came about on them with a "but do you condemn hamas

with

(lilith-rose) (A common line by the pro-Israel side, showing you're sticking me on the pro-Israel side just because I don't immediately fall in line with your side).

but that's what you're doing here, with that comparison, even if you don't mean to or think you are. People might not be articulate when angry, but the like, actual content of this? in the eyes of... most people you'd be telling it to? indistinguishable from what widr said in the quote when most of the people saying that are doing to it equivocate even though there's a massive differential there

I'm not sure how you can be under-armed and still too weak when the IDF has 100x the soldiers¹, better gear, etc. Fueling an insurgency through civilian deaths and occupying cities doesn't... stop that threat of genocide from hamas² but it's also pretty incomparable here. bombing civilians because they might have one soldier inside doesn't prevent the possiblity of genocide, it creates more insurgents. Just like the blockade did, as we saw the effects of now.

You're acting like there's two sides here when the primary goal is 0 civilians dead going forward. there's no acceptable number, and yet. I'm on the side of not bombing civilians, but you're... I don't even know. you say "no dead civilians shouldn't have to be said" but you then bring things up that are being used to justify it, as if THE PALESTINIAN PEOPLE somehow have anything to do with military responses or attacks or whatever. Or that's how it is read and probably why people react so strongly.

I'm not sure how you can talk nuance and continue not to see the nuance that there isn't actually a compromise around a country commiting genocide with very well documented statements that Israeli leadership has signaled "intent to destroy".

The killing stops, full stop. if you fear a retaliatory strike, that's what the regional security forces all the peace attempts have talked about are there to prevent. There's a lot of nuance here, and you seem to care about that, so it seems worth actually looking into

like, I'm still really confused with you coming into an unrelated topic preaching nuance while missing any of it that's not walking the middle. Geopolitics and regional conflict are huge, with a lot of moving pieces and inertia, but like, I didn't get into these things out of not looking at the whole.

But even with all of that, none of the nuance matters. the strikes need to stop, even Shaping Operations need to stop, because Israel has proven it can't actually be trusted to target select over and over again.

(even if accurate selection were a possible things, this isn't how this works. 4th generation warfare isn't won with war, that's just how everyone loses. That's every lesson learned of nearly every war in the past 40 years.)

but also what the hell is a "defensive weapon"

¹ 2,500,000 IDF vs 25000 hamas (who's number also includes just political members, so it's probably lower on warfighters but let's assume they've all been radicalized from months of ceaseless uncaring civilian deaths)

² assuming it is even possible to carry it out with so few and such little equipment. Accusations that they can carry out a genocide is a pretty common talking point, but like... it comes from a misunderstanding of scale and of genocide, though the rocket and terror attacks are still abhorrent. but you don't stop them by basically going on an insurgent recruitment drive by killing civilians and destroying billions of dollars of infrastructure

and the thing where you (almost certainly not intentionally) are putting some civilians over others while talking about potential genocides when one definitionally is happening right now to the Palestinian people who aren't connected to either belligerent, probably isn't helping your case much either, for what it's worth

replying to this one to regain space, but it's in reply to https://cohost.org/NireBryce/post/6003613-d-does-higher-ed-not#comment-8990256c-aea5-4ab0-8419-53dfc7c9b360

"i am not interested in being the one to drag you through this."
In fact, you're also showing weariness to nuance with:
"but you're wearing patience thin..."
That feeling you had when you wrote it..

THAT FEELING RIGHT THERE...

is why textbook and research comprehension is down. You felt it, think back to it. That right there is what we need to work on to improve literacy. Thanks to short-form social media, people's mental capacities are being geared towards sprints, not marathons, but to grasp complex concepts, that endurance for a mental marathon is absolutely neccesarry.

let's put me in context.

me: You're acting like there's two sides here when the primary goal is 0 civilians dead going forward. there's no acceptable number, and yet. I'm on the side of not bombing civilians, but you're... I don't even know. you say "no dead civilians shouldn't have to be said" but you then bring things up that are being used to justify it, as if THE PALESTINIAN PEOPLE somehow have anything to do with military responses or attacks or whatever. Or that's how it is read and probably why people react so strongly.

My patience is wearing thin with having people claim their opponents of having a lack of reading comprehension while not bothering to think I might have a point when I point out where the nuance you've been ignoring is, and its obvious you're ignoring it because you keep dismissing it out of hand instead of using your aforementioned-by-you mental endurance to grapple with it, mental endurance you say so many others you've dealt with on this topic lack.

The entire point of my replies is that you've got a blind spot here and keep insisting you don't by bringing up things that... have more nuance than you go into. And then you call them incorrect for highlighting it, or that they have it out for you.

at the end you reiterate what you're saying, which is, I would say, accurately represented in what my quote describes, though because my patience was/is wearing thin, I obviously did not word it with enough sugar around it:

For the record, my stance is that the leaders of Israel and Hamas need to be captured in a non-combat way (more spies, less armies) and tried for warcrimes, democratic elections in Palestine need to be re-instated, and there should be significant funding into Buddhist missionaries into both Israel and Palestine to deescalate the religious fervor that has been perpetuating conflicts and genocides in the region for the last few centuries and then for the UN to confiscate WMDs of both sides and stop weapon shipments to both sides simultaneously, which is very important (to Israel from US, and to Palestine by Iran), and to declare the entire region a world heritage site, and strongly encourage both Israelis and Palestinians to migrate out and depopulate with incentives (but not mandate the move) and for the region to be the world's first mutually protected international trade region with enforced neutrality, ensuring all countries of the world have trade access but are banned from military access to the region. But getting people to that conclusion and its reasons feels neigh impossible.

the reason people don't respect this position of yours is that it's impossible in the timeframe of, without a ceasefire, "the gaza strip having buildings left standing". But people are still dying until one happens.

that's what I mean by you're missing the most critical piece of nuance. You're acting like all the background matters, like there's time to spare. That's why people are saying you're in favor of civ deaths: not directly, but implicitly. The Palestinian civilians aren't hamas, and can't control them, but are the ones dying. And you're making it about the two belligerents and what might happen even with a regional security force between them.

The people you see as against you are seeing it for what it is, pointing out that there's not even nuance but obvious realities they've already considered, and you turn around and say "but I didn't say that" while not considering the side effects of your plans you can't even enact because none of us can touch geopolitical policy.

Ideals are great. They don't match reality, and they certainly won't if you're insisting the nuance you know is the only nuance that's correct, or that places not talking about the other side must mean they don't think about it, instead of it being irrelevant for most places you're bringing it up in. Don't assume people talking with you don't know geopolitics when talking geopolitical issues, it's kinda a bad look. We know there's the risk of retaliation, that's why every proposal involves a security force in the interrim period. I recommend reading about it.

You've painted both of us as opponents the same way you accuse us of, you've failed to take into account the nuance others in the conversation are constantly pointing out. You talk about mental endurance but won't even go re-read the Letter From Birmingham Jail to completion, or even the podcast widr linked, both of which were given to you because we know we cannot explain all of the nuance in a cohost comment thread. But you don't even seem to try with those. You don't even consider you might be wrong, or that you're fighting on a previous level of discourse than they are, since this would be germane in 2021.

This is the sixth hour of me taking the time to try and write thoughtful responses while double-checking my facts. Far more than I'd give anyone else trying to pull this. You don't even realize you're doing it, hopefully, but I'm trying to illustrate why you keep getting the same responses from people. You're acting like you're the arbiter of correctness and nuance, while saying things that you can easily find are more complex than you say and then reacting as if they're aren't reading you at all. That's the thing -- we are. In the full context of things. We can talk history if you want, but you seem uninterested when I bring up examples.

You are bringing up nuance while denying nuance from others pointing out you may be incorrect whether you mean to our not. You're bringing up a lack of reading comprehension that you similarly demonstrate, when I'm responding to your points, having read and, yes, thought about them. Your nuance is often trivially more nuanced than you say, and when people bring that up you say they're lumping you into the side with their opponents.

I'm saying the reasons people do lump you in like that probably has to do with not just your attitude that you are always correct no matter how much nuance anyone else produces, but that to anyone else in the conversation, you are indistinguishable from someone doing this hostilely, and that's with reading comprehension, giving you the benefit of the doubt, and all of that. When you misread me you tell me it's a lack of my reading comprehension. I'm out of patience for having my time wasted for someone who preaches good faith and the need to read things and have the facts straight, but refuses to do it themselves.

There's an old saying:
if you meet an asshole one day, you've probably met an asshole
if you meet an asshole every day, you're probably the asshole

If you want to continue this, you're going to need to like, reflect on any of it before we continue. Since you've brought up reading comprehension, mental endurance, and nuance as things other people don't have but you do (which is often true!) I'm going to have to ask you to use them in your reply, though. to engage with the piece instead of doing mad-libs with whatever you think we're saying, or that we're just saying things to you for the sake of it instead of maybe knowing something.

am I putting my 'all' into these to try and convince you? no, this is a comment thread.

But I am going to keep pointing out that maybe the reason people think you're hostile is because you're indistinguishable from someone doing this to divide and spread misinfo, and (to them) lying to their face when you say your nuance is nuanceful but their additions and corrections aren't.

I'm not even trying to get you to change your mind on the issues. Just to realize that things might be more complex and nuanced than you let on, and that maybe the reason people are reacting to you strongly is you keep (accidentally?) doing this sort of thing where you brickwall them instead of like, thinking about why they're saying the things when you bring up incomplete nuance that you might not realize is incomplete. And that in your... whatever this, you're going against all of the points you tried to make in the first one, about comprehension, about nuance, about people being quick to think and react instead of thinking about it.

My whole point was to show you getting exhausted examining viewpoints that aren't your current viewpoint.

counter to your points about literacy

you came in here harping on nuance but don't notice when it goes outside of that. all of this is in service to the "maybe think about that" part

we could do it on other things that aren't as charged, but like... go reread your first post