Will modern curiosity be sated by the flood of pat, often superficial information on a screen, or will it lead to a desire for more in-depth knowledge? Can a deep examination of words, thoughts, reality, and virtue flourish in learning characterized by continuous partial attention and multitasking? Can the essence of a word, a thing, or a concept retain importance when so much learning occurs in thirty-second segments on a moving screen? Will children inured by ever more realistic images of the world around them have a less practiced imagination? Is the likelihood of assuming we understand the
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