The Digital Delusion by Jared Cooney Horvath

THE DIGITAL DELUSION by Jared Cooney Horvath discusses “How Classroom Technology Harms Our Kids' Learning--and How to Help Them Thrive Again.” Horvath, a neuroscientist and educator who specializes in human learning and brain development, has certainly produced a thought-provoking text. He divides it into three sections: defining the problem (including a chapter which looks at the impact on attention, empathy, and transfer of knowledge); a deeper dive into the use of cellphones and artificial intelligence; and an action-oriented section on how to push back. Some of his most interesting comments concern discrepancies between commonly held beliefs and what research shows. For example, he notes that, “although EdTech is frequently promoted as a tool for equity, evidence suggests it most often benefits students who already possess strong knowledge and self-regulation skills. As a result, digital technology tends to amplify existing inequalities rather than eliminate them.” And, in an interview earlier this year with American Enterprise Institute, Horvath explained that high international test scores do not necessarily correlate with tech use, saying, “the countries that use technology the least in schools in the world are Japan, China, Malaysia, and Singapore.” He continues, “[their] rich digital infrastructure is for adults producing work, not kids learning how to become adults.” He repeatedly probes the difference between knowing something and merely knowing where to find it, writing, “human beings think in stories. … digital technologies largely kill sustained narrative. They flood us with disconnected, context free fragments … with no coherent thread linking one idea to the next. This consistent stream of randomness doesn't just weaken memory, it also disrupts comprehension, deep thinking, and the ability to build usable knowledge.” THE DIGITAL DELUSION offers much to contemplate in what Publishers Weekly calls an “intriguing if flawed treatise … sure to spark plenty of conversation.” References and Appendices accounted for approximately half of the preview copy I received.

Human Raised by Dana Suskind

HUMAN RAISED by Dana Suskind should be on your reading list. It is on several others, including an appearance as the notable non-fiction choice on the LibraryReads July 2026 selections and on the Next Big Idea Club’s summary of July 2026 Must Read Books. Suskind, an MD who writes extensively and is a professor of Surgery and Pediatrics at the University of Chicago, focuses this new book on “Nurturing Connection, Curiosity, & Lifelong Learning in the Age of AI.” In chapters with titles like “The Human Edge,” “How Parents Build a Child’s Brain,” or “Robots in the Classroom,” she makes several very compelling and interesting arguments. For example, Suskind writes, “I believe that the relationship between child development and artificial intelligence is one of the most critical and overlooked challenges of our time, one that has the potential to transform childhood, family structures, and ultimately nothing less than our future as a species. And it's up to us as parents and caregivers to decide how these intelligent tools will shape our children's lives.” I found her sharing of Hinton’s comments on embedding maternal instincts in AI models to be quite thought-provoking. And, like many of us, she expressed  concerns about the pervasiveness of AI, asking, “Will a primarily or entirely human-raised childhood be a luxury experience, like a farm-raised diet?” Parents, grandparents, caregivers and educators will find much to consider and discuss in HUMAN RAISED. This book is not anti-technology; rather Suskind is encouraging us to act and to shape the future; she eloquently points out, “In Rachel Carson's Silent Spring, … the birds that no longer sang weren't the tragedy. They were …. a warning that something essential was dying. I hear a similar warning now in a different kind of silence: the eerie, algorithm-induced quiet of children transfixed by technology.” Suskind stresses four guiding principles (HOPE) for raising children alongside AI:  Human connection is irreplaceable; Own your imperfections; Protect the early years; and Enhance—don’t replace—connection. Highly recommended.

Does My Child Need Me to Lead or to Follow?

DOES MY CHILD NEED ME TO LEAD OR TO FOLLOW? by Claudia Schwarzlmüller is an international best-seller which covers “A Radically Simple Way to Parent Children from Infancy Through Age 6.” Schwarzlmüller is a child psychologist with over twenty years of experience. Her tone is wonderful – calm, compassionate, nonjudgmental, and definitely striving to represent the child’s viewpoint. For example, in the Your Toddler section, she describes behavior which is SO familiar (e.g., a toddler “loves taking things out and putting them away”… and “needs to repeat behaviors many times in order to learn … repetition is the name of the game”). She discusses thinking and playing (when a child “learns about objects by putting them in his mouth, banging them against something else, studying, turning, rubbing, or throwing them”), as well as feelings and relationships, movement, and speech. To me (a relatively new grandmother), the insights Schwarzlmüller offers are spot-on, valuable and actionable (e.g., she lists a series of play schemas and what your child learns from practice like Positioning (a sense of length, height, distance), Transforming, Connecting, Enveloping, Transporting, Dividing/Scattering (geometry/math, quantity, shapes, volume), Sorting, Filling, and Orientation). She writes about allowing your child to lead (“give them the freedom to try things out and as much free time to play as possible”), but also notes, “Children need to find their bearings and to feel safe. You are the missing partner in this social dance if you don't assume your role in moments of leading. Your child is searching for balance between moments of leading and moments of play, just like the rest of us.” Additional parts of the book deal with Your Baby, From Toddler to Preschooler, From Preschooler to Kindergartener to First Grader, plus introductory material, a list of references, and further reading suggestions. Publishers Weekly called this text “a valuable resource for parents of young children [in which] research-based insight meets practical guidance.” I heartily concur and I am highly recommending DOES MY CHILD NEED ME TO LEAD OR TO FOLLOW?

THE MIXED + MULTIRACIAL GUIDE TO WELLBEING by Namalee Bolle is subtitled “Navigating Family, Identity + Healing.” Bolle divides the text into three parts: Unpack, Discover and Thrive. She describes her own history (British born of Sri-Lankan and Dutch-Jewish heritage) and that of other multi-racial people as she encourages readers to reflect on their unique situations. It felt at points as though this text was more about therapy-type exercises and less about actual research findings (of which there may not be many). However, I did gain insights from reading about children who are multiracial – as she says, they are racially different to both parents. That may seem obvious, but it is worth pausing and contemplating that idea along with how difficult it is for all of us to find our identities as adolescents and how these children must learn to recognize/accept that “I am this and this and that.” I plan to look into the children’s books that she recommended (e.g., The Truth about Dragons) and also to watch 1000% Me, an HBO/Max documentary. Overall, an interesting starting point for more discussion and research.

Genius at Scale by Hill, Tedards, and Wild

GENIUS AT SCALE by Linda A. Hill, Emily Tedards, and Jason Wild is an in-depth, thoughtful look at “How Great Leaders Drive Innovation.” The authors’ credentials are impressive: Hill is the Wallace Brett Donham Professor of Business Administration at Harvard Business School (HBS); Tedards is a graduate researcher in organizational behavior at HBS; and Wild is he former Global Vice President of CEO Co-Innovation and Customer Engagement at Microsoft. Together, they essentially use case studies and real-world examples to talk about Architects, Bridgers, and Catalysts effecting change in their organizations. Some of the companies and groups mentioned are P&G, Pfizer, Mastercard, Delta Airlines, as well as food organizations in Africa and Italy and the Sampark Foundation which promoted educational advancements in India.  

GENIUS AT SCALE is very accessible, with differently sized helpful headers, a conversational tone, and a focus on individuals and their stories. Much of this necessitates a new way of thinking, like Mastercard’s emphasis on a Framework to Grow, Diversify and Build in the “World Beyond Cash” or P&G’s increasing recognition that “the product economy was shifting to an experience economy.” The authors note that “as much as leaders would like to plan their way to innovation, their job as architects is to help their teams and organizations act their way instead,” referencing a vivid descriptor from previous research: “it's like shifting from leading an orchestra to a jazz ensemble: while their sheet music provides some guardrails, the musicians have to improvise, listen, and adapt to each other as they perform.” Another chapter looks at the establishment of the Cleveland Clinic in Abu Dhabi, stressing the importance of continuous learning and adapting to local practices, needing “to create an environment where all caregivers could be ‘contemplative and creative rather than reactive problem solvers’.” While reading, I found many insightful comments like when the Sampark leadership opined “If you launch a decision as an initiative, people wait for it to fail. If you launch it as an experiment -- indicating that you will reverse it if it doesn't go right -- people participate in shaping it. They own it.” The authors and those they studied repeatedly point out how critical it is to have a “foundation of shared purposes and values -- a sense of community." GENIUS AT SCALE is clearly extensively researched with notes comprising at least ten percent of the book; there's also a helpful index and the online bibliography contains a list of over 700 books and articles.  Highly recommended.

Two Perspectives: The AI Con & AI for Life

THE AI CON by Emily M. Bender and Alex Hanna offers a unique perspective on “How to Fight Big Tech's Hype and Create the Future We Want.” In fact, Kirkus describes this book as “a refreshingly contrarian take on AI” and includes it in a list of “5 Essential New Books That Challenge Big Tech” (Careless People, on my TBR pile, is also included). Bender is a Linguistics professor at the University of Washington and Hanna, a former member of the ethical AI team at Google, is now Director of Research at the Distributed AI Research Institute (DAIR); both have been critical about promises made and potential societal impact of AI. They have crafted this book with the following goal: “preventing harm from AI hype. [They believe] When people can spot AI hype, they make better decisions about how and when to use automation, and they are in a better position to advocate for policies to constrain the use of automation by others.” Bender and Hanna raise issues such as surveillance (including facial recognition often coupled with biased algorithms) or devaluing creativity, and they point to the importance of more discussion and evaluation. They focus on the application of automation in the areas of decision-making, classification, recommendation, transcription/translation, and text/image generation. Bender and Hanna provide an entire chapter containing questions which “we can each ask, whenever we are in a position to make decisions about automation or influence others who are doing so.” Prompting more thoughtful consideration, they certainly ignited my desire to investigate further with sources such as The Conversation, Journalist’s Resource, CNET’s ai atlas, and think tanks like Brookings Institution or reports from CQ Researcher (citing AI Now Institute, Center for Democracy & Technology, MIT, Pew Research Center, and The Stanford Institute for Human Centered AI, as just a few examples).  As an aide to critical thinking and accountability, roughly a third of their text is devoted to notes and an index. Interested readers may also want to explore their podcast: Mystery AI Hype Theater 3000.

In contrast, AI FOR LIFE by Celia Quillian offers “100+ Ways to Use Artificial Intelligence to Make Your Life Easier, More Productive…and More Fun!” PC Magazine recently interviewed the author and begins by quoting her: “Approach AI with curiosity, not fear.” Quillan, who has been featured as a commentator on AI by several business publications, begins by discussing “getting started with generative AI” and then offers numerous helpful suggestions (e.g., “explain it to me like I’m 12” or “ask me 10 questions to better guide your response”) in a chapter titled “Prompting 101.” From there, she delves into using AI and devotes a chapter to each of the following areas: Home Life; Food, Health, and Wellness; Career Development; Personal Finance; Personal Growth and Learning; Relationships; Travel; and Fun and Entertainment. Using travel as an example, readers will find a series of helpful suggestions for personalizing destination ideas (e.g., What is the best time of year to travel? What are some must-do activities? What is the estimated cost per person?), planning road trips, and exploring local cuisine. This should help users new to AI because her prompts are often quite instructive and specific, like this one: “Could you identify 10 upcoming events or performances in and around Philadelphia's music, arts, or nightlights scenes in May 2025? Make note of the date they are happening and provide a brief description of the event.” Packing tips, local etiquette, and translation are other topics she explores in that travel chapter. My teaching experience has reinforced the view that people learn best when they are pursuing a task relevant to them – Quillian highlights numerous ways to experiment with AI in a personally meaningful way. Although her text is not up-to-the minute (e.g., no reference to Deepseek), she does provide information on several models and AI FOR LIFE should propel readers to a better understanding of the benefits and limitations of AI.

This important topic was just addressed in an Atlantic article, “What Happens When People Don’t Understand How AI Works?” by Tyler Austin Harper. Coming full circle, he references Bender and Hanna, expresses concern about the industry’s “tradition of anthropomorphizing,” and argues that large language models “do not think and feel but instead mimic and mirror.” And laments further about “minimizing attention spans, literacy, and social cohesion.” Much to reflect upon and consider. 

Conquering Crisis by William McRaven

CONQUERING CRISIS by best-selling author and retired Admiral William McRaven (Sea Stories and Make Your Bed amongst others) is subtitled “Ten Lessons to Learn Before You Need Them.”  McRaven once again shares insightful advice based largely on his varied military career where he says, “I learned early on what actions must be taken to resolve the crisis quickly and come out with one's professional and personal reputation intact.” In this new collection he describes what he sees as five phases of a crisis: assessment, reporting, containment, shaping the outcome, and managing. For example, his first lesson is “First Reports Are Always Wrong,” and he notes that in a chaotic crisis there frequently is early inaccurate or misleading information, using both the WWII Battle of the Bulge and a 1983 exercise near Chile to illustrate the point. Subsequent lessons include ideas like “Bad News Doesn't Get Better with Age” or “Weaponize the Truth.” In addition to the memorable examples (McRaven is a great storyteller), each chapter/lesson is summarized with a few key points. Publishers Weekly says, “leaders looking for an edge in high-pressure situations will find value here.” I concur.

The Disengaged Teen by Anderson and Winthrop

THE DISENGAGED TEEN is a newly released work by Jenny Anderson, an award-winning journalist who reports on the science of learning, and Rebecca Winthrop, the director of the Center for Universal Education at the Brookings Institution and an adjunct professor at Georgetown University. Their book is directed to both parents and educators and is subtitled “Helping Kids Learn Better, Feel Better, and Live Better.” We all know that especially since COVID students have had a more difficult time re-acclimating to a school setting and staying motivated and engaged. The authors also observed this situation in their own families and conducted extensive research – both qualitative and quantitative - prior to writing this text. Part I describes the four patterns of behavior they found: Passenger (tending to coast along); Achiever (focusing on grades and other external rewards, perfectionist); Resister (refusing to do participate); and Explorer (following interests and building necessary skills). Anderson and Winthrop caution against applying these labels to individual students, arguing instead that the behaviors are fluid. Part II of the book is an “engagement toolkit” with stories, exercises, and ideas so that adults can help to spark student learning and to make the distance between school and life be seen as less of a “chasm.” The authors point out that “resilient learners are not strong; they are flexible.” Anderson and Winthrop recently contributed a guest essay to The New York Times where they note: “Many recent graduates aren’t able to set targets, take initiative, figure things out and deal with setbacks — because in school and at home they were too rarely afforded any agency.” I also attended a recent one hour Family Action Network session where Charles Duhigg (Supercommunicators) posed some excellent questions while interviewing these authors about THE DISENGAGED TEEN. Due to the emotions involved, this may be a difficult book for parents to digest, but it is likely to be thought-provoking and worthwhile. 

Meet the Dyslexia Club! by Margaret Rooke

MEET THE DYSLEXIA CLUB! by Margaret Rooke (Dyslexia is My SuperPower) features stories from children talking about their feelings and experiences with dyslexia as well as their special talents. Some examples include Jessica who plays football/soccer or Ajay who loves to bake cakes. These stories often touch on relationships at school and learning accommodations; each ends with a thought about how grown-ups can help (e.g., letting us do more of what we like best at school) and what the child does best (e.g., coding and solving puzzles). This would be an inspiring and very comforting book for elementary school students and even their parents and teachers. In addition to the stories, Rooke provides suggestions on where to go for help, and she also has checklists filled with many ideas for ways that grown-ups can help at home or at school. She defines several terms and provides links (many UK-based) to relevant websites (all new readers will enjoy Reading Rockets) and related books, including (for adults) The Dyslexia Advantage. Tim Stringer has provided colorful, cheerful illustrations which add to the charm of this text. MEET THE DYSLEXIA CLUB! Is a small book – only about 80 pages – but it is packed with useful information.

Good Reasonable People by Keith Payne

GOOD REASONABLE PEOPLE is the title of a recent text by Keith Payne, a professor of psychology and neuroscience at the University of North Carolina at Chapel Hill. He looks specifically at “The Psychology Behind America's Dangerous Divide,” something which many of us are all trying desperately to understand. In fact, Payne writes that “other people we thought we knew don't just disagree with us; They see the world in a deeply different way than we do.” In attempting to answer why that it so, he explores ideas around how people think about politics, what influences political worldviews, and how hard it is to communicate about all of this. He writes movingly that “my research suggests that our political tribes are primarily the result not of our inner essences, but of our circumstances” and that his text is about “understanding our own minds, our own circumstances, and our own blind spots as much as understanding those of other people.” Kirkus describes GOOD REASONABLE PEOPLE as “Compelling, eye-opening research that humanizes political discord and encourages understanding and compassion.” It has a hopeful, though somewhat academic, tone and notes comprise slightly less than fifteen percent of this thought-provoking book.

Erasing History by Jason Stanley

ERASING HISTORY by Jason Stanley is subtitled “How Fascists Rewrite the Past to Control the Future” and we have certainly heard the term fascist quite frequently in this election cycle. According to the publisher, Stanley, the Jacob Urowsky Professor of Philosophy at Yale University, “exposes the true danger of the authoritarian right’s attacks on education, identifies their key tactics and funders, and traces their intellectual roots.” Stanley points to the importance of multiple perspectives and says that “erasing history helps authoritarians because doing so allows them to represent it as a single story, a single perspective.” He is apparently not the only one to feel this way; one of the most chilling quotes is from Vladimir Putin: “Wars are won by teachers.” Stanley writes movingly and convincingly:

“Today we are unquestionably returning to something like the era of the Red Scare. Right-wing activists and politicians are targeting educators at all levels for their supposedly leftist ideologies, with the goal of suppressing any teaching that challenges racial hierarchy or patriarchy.”  And

“By removing the history of uprisings against the current status quo from the curriculum (or never allowing that history to be taught in the first place), authoritarians leave students with the impression that the status quo has never been -- and cannot be -- challenged.”

Student researchers will find much to ponder here, particularly about how education, knowledge, and critical thinking skills provide the foundation for democracy, agency, and self-rule. Unlike those who blame the “enemy within,” Stanley stresses the importance of educators and investigative journalists. Those concerned with the future of democracy will find this text to be very informative. Approximately fifteen percent of ERASING HISTORY is devoted to notes and an index.