A recent essay titled *The Dawn of the Post-Literate Society* highlights a significant decline in reading habits and critical thinking skills among students, particularly in Australian universities. The author claims that the rise of smartphones and social media has contributed to an alarming trend, with individuals spending an average of seven hours daily on their devices. This excessive screen time, which amounts to approximately 25 years over a lifetime, is described as “the greatest theft of knowledge from ordinary people in history.”
The essay emphasizes that as reading declines, the ability to engage with complex texts and develop critical thinking diminishes. Critical thinking, defined by the *National Council for Excellence in Critical Thinking* in 1987, involves the intellectual process of conceptualizing, applying, analyzing, and evaluating information. This skill is essential for engaging with the world and is foundational for a well-functioning democracy.
Concerns About Academic Performance
One of the most concerning aspects of this decline is its impact on university students. Institutions are now offering numerous courses aimed at improving critical thinking, suggesting that many students enter without adequate skills. This situation has led to remedial training being necessary, filling gaps left by high school education. The decline in reading proficiency directly affects students’ writing abilities, limiting their capacity to reflect on and analyze societal issues critically.
The dynamics within university classrooms have changed significantly. The essay notes that foreign student enrollment has surged, with some institutions reporting that international students constituted 51 percent of the total student body in 2024, although this number slightly decreased to 47.5 percent in 2025. While international students bring diversity, there are concerns about their participation in discussions, often hindered by language barriers. Such challenges may contribute to a culture where critical engagement is stifled, leaving students more susceptible to accepting unchallenged narratives.
The Role of Universities in Promoting Critical Thought
The essay argues that universities have a responsibility to nurture critical thinking among students rather than indoctrinate them with specific ideologies. It suggests that a shift away from safe learning environments towards robust academic discourse is essential for intellectual growth. The push for a comfortable academic atmosphere can undermine the very purpose of education, which is to challenge students and stimulate deep thinking.
Greg Lukianoff and Rikki Schlott, in their work *The Cancelling of the American Mind*, highlight the dangers of subverting free speech on campuses. They call for a reemphasis on education’s core purpose: fostering critical thinking and intellectual exploration. This perspective resonates with concerns that current university environments may discourage open dialogue, leading students to rely on simplified views rather than engaging with diverse perspectives.
The essay concludes with a call for universities to prioritize critical thinking education, ensuring that students learn to navigate complex societal challenges effectively. It warns that without these essential skills, society risks producing individuals who are ill-equipped to engage thoughtfully with the world around them, potentially leading to heightened conflict and societal division.
In an era where information is abundant, the ability to think critically and read deeply is more important than ever. The future of informed citizenship may depend on reversing the current trends in reading and critical engagement within academic institutions.
