But now, very early on in our lives and learning, we are substituting a single kind of activity, a dangerously easy and simple one, for the difficult, multidimensional kinds of activity that the real world offers us. We hand our children screen-based devices that, at this writing at least, respond to only a few very simple kinds of touch. They are exquisitely engineered to be easy to use, and their screens glow in colors far brighter than we almost ever see in nature. No wonder they are so enticing to children. And it’s neither surprising nor impressive that our children figure them out so
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