China’s most famous philosopher Confucius said: “Learning without thinking leads to confusion. Thinking without learning leads to danger.”

Gen Z may belong to either of these two categories. They neither think, nor write, nor read, nor learn, but instead indulge fully and completely in the digital realm. This generation shall pay the price for the various hardships they will face in the future in order to gain experiences.

Chinese writer, philosopher and diplomat Hu Shih (1891–1962) said: “Books are records of the knowledge, wisdom, and experience that humanity has already known in the past. When we read, we accept this inheritance of humanity.”

Even Dr. Seuss had something to say on the matter: “The more that you read, the more things you will know. The more that you learn, the more places you’ll go.”

History is a theme constantly revolving on the wheel of fate, according to the ancient Greek historian Herodotus. This notion underscores the importance of learning from books, the essence of history itself. Through books, we can traverse time and space, explore different eras, places and cultures, and gain perspectives that no other medium can offer.

We are taught from a young age that reading matters, and that reading advances our understanding of the world, and transports us into another imaginative realm, that it’s a form of escape from reality. In primary school, we were assigned reading tasks: we were free to choose a book that we would like to read over the holidays and then asked to jot down our thoughts and feelings on a worksheet. 

But this trend – this freedom to read what we want – is no longer seen in secondary school education or even beyond. Instead, we rely heavily on textbooks; some believe textbooks are the only necessary source of information, and that school will provide everything that we need. 

Reading is seen as a thing of the ‘nerd’. People laugh at and humiliate readers as if they were embarrassing themselves. This culture of reading neglect shall cost the future of the world. If we no longer possess the skill and motivation to read, we are left to ourselves – as if we were the first generation of Homo sapiens in the world. 

In an age dominated by digital distractions, the act of reading becomes even more crucial. For Gen Z, embracing the habit of reading can serve as a bridge between the digital and the intellectual worlds, allowing them to harness the best of both realms. 

By valuing and engaging with books, they can inherit the collective wisdom of humanity, empowering themselves to face future challenges with a well-rounded and informed perspective. We are in a precarious position, caught between digital temptation and the profound yet sometimes boring wisdom within books. 

Why is so much time spent looking at screens? It is clear as day that our digital devices are the main sources of distraction, but why are schools, governments and libraries encouraging digitisation? Why is so much of our time wasted on the internet? This paradox raises key questions about the role of digital technology in our lives and its impact on our time and attention management.

The problems of digital technology

First, the digitisation trend is driven by the belief that technology can enhance accessibility, efficiency and productivity. E-books, online classes and digital resources offer unprecedented convenience. They can be accessed from anywhere at any given time and at any given place. This is a great step in democratising access to knowledge.

However, this well-intentioned push towards digitisation overlooks several critical issues. The word ‘technology’ is often misused. We tend to use it to refer to modern-day devices and applications, forgetting that the first printing press was the finest technology of its day, back in the 15th century. We overlook the possibility that our ‘technology’ will soon become the antiques of museums and thrift shops.

I insist that we escape from the point of view that whatever we have now is finest and best. This perspective neglects the possibility that past technologies could, in some ways, be superior.

For example, pen and paper provide a tactile and uninterrupted experience that is conducive to concentration and cognitive processing. The act of writing by hand requires more time and effort, encouraging thoughtful reflection and consideration. In contrast, digital devices, with their speed and instant access to information, can lead to shallow processing and fragmented attention.

Social media, notifications and the vast array of online content create an environment where our focus is constantly under siege. Even when engaging with educational content online, users are prone to distraction and superficial engagement.

Furthermore, digital platforms prioritise sensationalism and instant gratification over meaningful content. Algorithms are designed to keep users scrolling, clicking and consuming content, often at the expense of deeper, more thoughtful engagement. This creates a cycle of distraction that is difficult to break.

For example, TikTok is always suggesting similar content to what you frequent the most. This creates an endless cycle of seeing the same type of thing over and over again. Short-form content, while convenient and entertaining, can contribute to the dangerous erosion of our ability to focus, conditioning us to skim rather than deep-read. Hours and hours of time are spent mindlessly and unproductively online.

Without the practice of engaging deeply with complex texts, young people may struggle to develop critical thinking skills essential for navigating complex problems and making informed decisions. Without the ability to evaluate information, they are more susceptible to misinformation and propaganda.

Schools, libraries and governments may inadvertently contribute to this problem. By promoting digital resources without adequately addressing the challenges they present, these institutions may be fostering an environment where distraction is the norm rather than the exception.

For example, e-books may be convenient, but notifications, ads and the temptation to switch to other apps can disrupt reading and reduce comprehension. Compare this to the tactile experience of holding a physical book, its smell, the rough touch and feel of paper; or the immersive quality of in-person learning.

This is not to say that the internet should be banned. Homo sapiens are a very adaptable species, able to confront new norms and problems and come out stronger than ever. Rather, it should be integrated thoughtfully, without dismissing the benefits of past technologies.

Leung Man Tao

“Reading, in the end, allows us to understand how complex the world truly is, with greater tolerance,” according to Leung Man Tao. I find myself deeply admiring such individuals, who have dedicated themselves to rekindling a love for books.

Leung Man Tao is a cultural critic and public intellectual, highly respected throughout the Chinese-speaking world. Born in Cantonese-speaking Hong Kong in 1970, he grew up in the Mandarin-speaking environment of Taiwan before returning to Hong Kong during his teenage years. He studied philosophy at the Chinese University of Hong Kong.

He has long been active in promoting books, writing on world and societal affairs as a columnist for various newspapers from Taiwan to Malaysia. In recent years, his writing has expanded to include numerous Chinese newspapers and magazines in Hong Kong, Taiwan and mainland China.

He frequently travels between the three regions, engaging in cultural, social and current affairs lectures and exchanges. He also hosted a books programme on China’s Phoenix TV, called ‘An Eight-Minute Read’.

In one of his insightful episodes explaining world classics, Leung Man Tao introduced Hu Shih, noting that his generation were the millennials of the 19th century. They became pioneers, innovators, thinkers and visionaries, shaping a more progressive and enlightened society in the 20th century.

For these individuals, books were of paramount importance, often valued above even basic necessities. Some were known to endure severe hunger, saving every penny in hopes of acquiring more books to satiate their intellectual thirst.

This generation’s desire for knowledge drove them to immerse themselves deeply in contemporary and classical literature, philosophy and history. Their reverence for reading not only enriched their minds but also laid the foundation for a society that prioritised intellectual growth and critical thinking.

The American writer Mark Twain once said: “The man who does not read has no advantage over the man who cannot read.”

If our generation continues down this path of reduced reading and increased distraction, the consequences could be severe and multifaceted. The erosion of critical thinking skills, historical perspective, empathy and cognitive development could lead to a more fragmented and misinformed society.

We have the self-esteem to believe that we have the right perspective to comment on global issues and politics; instead, we are just fixated on proving our point and proving others wrong. We need discussion and accountability. However, there are still youths who think otherwise. There is light at the end of the tunnel – hopefully, it is not a train coming towards us.