Forget "future shock" — the stress of dealing with rapid, accelerating change. Our problem is the present — the real-time, "always on" immediacy of today's digital culture, says media theorist Douglas Rushkoff in his new book,
Present Shock: When Everything Happens Now.
Rushkoff has been studying the impact of digital media on society for the past 30 years. It was Rushkoff who coined the phrases "viral media" and "digital native." In his latest book on media, technology and culture, out today, Rushkoff argues that trying to keep up in the digital world can be overwhelming — and comes at a cost.
"Thanks to the Internet, we travel more on business not less, we work at all hours on demand, and spend our free time answering email or tending to our social networks," Rushkoff writes in Present Shock. "Staring into screens, we are less attuned to light of day and the physiological rhythms of our housemates and co-workers."
Rushkoff, who made the 2010 PBS Frontline documentary
Digital_Nation, calls us "citizens of the virtual city that never sleeps" in
Present Shock. He describes such new phenomena as "digiphrenia" — the divided attention that results from being in multiple "places" at once and having multiple "selves" existing online simultaneously.
I won't dig much deeper into
Present Shock here — you can read excerpts published in
The Wall Street Journal and on
"Medium;" read the reviews in
The New York Times and
Forbes; watch Rushkoff's recent speech on the subject at
WebVisions New York 2013; listen to his interview on NPR's
"On Point" today; and read
this Q&A, just posted on Edutopia. It's all great stuff from a man who writes,
"The future is so yesterday."
Instead, I'd like to devote some space to what Rushkoff has written recently on children and digital media. Rushkoff has said that the constant pings of texts are taking kids
out of the present moment rather than helping them live in it. And that growing up on Facebook — developing socially in an online spotlight — can put a lot of pressure on young people. (See
why Rushkoff quit Facebook himself last month in this CNN.com piece — a scathing critique of what he calls an "anti-social social network.")
In two recent blog posts on Edutopia, Rushkoff offers parents advice on introducing digital media to children of different ages. The father of a 7-year-old himself, he has some firsthand experience. Here's a look at what he says in each post:
Babies and toddlers are still developing the ability to understand the 3D world, Rushkoff writes here. "They don't fully understand the rules of opaque objects (that's why peekaboo behind a napkin poses endless fascination), so high quantities of time spent sitting in front of 2D screens may actually inhibit some of their 3D spatial awareness."
The
American Academy of Pediatrics (AAP), and indeed most pediatricians, recommend that children under age 2 have no screen time whatsoever, for this reason and others. It's a time of tremendous, critical brain development, and the AAP stresses that young children need to learn through interactions with people, not screens.
Rushkoff acknowledges the stresses and realities of parenting — and the lure of the screen — and suggests a compromise: no more than 20 minutes of screen time twice a day for the very little. Still, he says, this should only be DVDs designed for kids that have long scenes their brains can process and elements such as nature that they wouldn't otherwise see. "And no, they can't sit next to Junior while he watches Lego Star Wars," Rushkoff writes.
Rushkoff says this is good policy for kids even up to 7 or 8 years old when it comes to devices like the iPad or Nintendo DS. That's because there's so much else kids need to learn first — such as gravity. Rushkoff writes:
"Little kids play with balls, seesaws and slides as they develop their vestibular senses, and come to learn about the wonders of gravity. They move on to Frisbees, bikes and Hula Hoops as they explore angular momentum and harmonic motion. The weightless world of a digital game or virtual environment fascinates us for the way it defies the rules of the real world; until we are firmly anchored in the former reality, however, these new principles are not neurologically compatible with a developing sensory system."
In other words, it's best not to mess with developing feedback mechanisms in a child. Let kids learn to navigate the real world before they venture into virtual ones, Rushkoff says.
Once your kids hit the tween years, it's important that they understand the various media they're using "from the inside out: who made this, how does it work, and what does it want from me?" Rushkoff writes. Kids should understand the motivations of the developers behind all the media that's competing for their attention, he says.
"An app is not just an app: it is a marketing plan, an influence platform, and an effort at manipulation. This doesn't mean it's bad – just that it has a purpose," Rushkoff writes. Young people especially, he says, "are unaware that the virtual environments they inhabit may not be constructed with their best interests in mind." Parents should help them understand this.
It's OK to let tweens play with and learn from digital media for one or two hours each day, he says, but it should not be their primary means of social engagement.
"Why? It's not really social!" Rushkoff writes. "Social development is a body-to-body, face-to-face affair. As our social selves form, we learn to read and send messages to other people. This is when we learn most of the 94% of communication that occurs non-verbally: body positions, tone of voice, pupils dilating or contracting... in other words, the stuff you can't see in a chat room or even a 4-inch video window."
Rushkoff doesn't recommend letting tweens on Facebook or other social media until they are "fully socialized" themselves. And if you give a tween his own mobile device, he says, make sure you're in charge of when and how it's used. Keep computers and other media devices in family rooms where you can monitor kids' usage. Do not allow them in kids' bedrooms.
"Let your children enjoy and learn from this stuff, but let them know from the outset that these are not mere toys; there are people on the other side of the screen — developers and programmers — whose job it is to make it really hard for a kid to stop playing." Empower kids to turn games off, Rushkoff writes. "If you can't turn it off, it means you're losing the bigger game." Let every minute a kid goes over her allotted time for the day cost 5 minutes of time the next day, Rushkoff advises.
As for teens, Rushkoff says they "shouldn't be online until they understand how to create their own online spaces." Teens should learn basic HTML and learn about databases. They should be exposed to coding languages and should learn to think critically about digital tools and virtual worlds. Schools and parents alike have the responsibility to encourage this education, Rushkoff says.
"The computer isn't a bad or dirty thing, but it is a portal to the outside world," he writes. "It provides access to love and hate, sex and war, ideas and ignorance, support and abuse. Just like the front doors to our homes, computers may welcome our dearest friends, but anyone can knock."
And when the lights go out, he writes, so should the smartphones. "Exceptions to the rule are that Hurricane Sandy hit, or the kids are at a sleepover. 'Johnny may ask me to the dance' is not an exception."
Note Rushkoff's great list of resources for parents and other interested parties at the end of this post, too. It includes
Talking Back to Facebook, a 2012 book by James P. Steyer, founder and CEO of
Common Sense Media, that addresses many parents' concerns about social media and offers practical advice. In this age of "present shock" and in-the-moment digital living, it's advice many parents will eagerly hear.
