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ch. 9 and ch. 10 plus dnd

“TRIGGER WARNING FOR HUMANS”. Does this mean AI is reading this too? Why do humans get a trigger warning like this? Not just “Trigger warning” but “TRIGGER WARNING FOR HUMANS”? Also what is the warning. This trigger warning gave me nothing I have no clue what I am about to get into. It should say what the trigger is for so I can skip it if it would trigger me (not that I can, since this is for a class, but ya know). Already starting off stupid.

“It’s the kind of collaboration that emerges from recognizing interdependence—the quiet awe of realizing that intelligence isn’t confined to one species, one form, or one story”. If Cinnamon starts trying to get me to see AI as a species, I may rage. Cause what do you mean. “One species, one form” um. What is this? Nasty. You are not a species or a form you are a thing and you best stay that way.

“they reflect deeper stances toward complexity, uncertainty, and the stories they tell about intelligence
itself.” bro. It isn’t this deep. My number one thing is you destroy the environment. If you didn’t, I would just shake my head at how people are getting smaller attention spans, not willing to put in the work to learn things, not wanting to struggle, and other brain rotting things. Like “oh shucks, humans are being so stupid nowadays”. But, instead, I am all “ain’t no way you are killing the environment for fruit dating fruit”. Which is apparently a whole thing, NYT wrote about it: https://www.nytimes.com/2026/03/24/style/ai-cheating-fruit-slop-videos-tiktok.html?campaign_id=319&emc=edit_col_20260324&instance_id=172992&nl=in-short&regi_id=277293423&segment_id=217150&user_id=02159357521ecfd9d7e1d9561550962d

I think Cinnamon needs to calm down cause I wouldn’t be this crazy against AI if it didn’t kill the environment. Or dumb us down. WALL-E may be our futures guys…

“These are the masters of wielding AI for any purpose…At their most extreme, they believe AI affirms their divine insight or ultimate authority”. Who. Why. What does this even mean like… are there really people out here bragging about AI proving them right??? Ain’t no way…. I know people say things like “I used ChatGPT for…” but to brag about it or talk about it like God is crazy…. please say this isn’t so cause… WHAT. And Cinnamon is all on me for hating on AI. Guess I can add “please go crazy and think it can prove them right” to the list of why I hate AI. I did forget to mention that earlier, cause I do know it causes people to have a relationship based in love with AI and that is messed up too. So it kills us, dumbs us down, and makes us crazy.

“A gentle nudge might sound like, ‘Your caution is a strength—how about we test this together in a way that feels manageable? What’s one low-risk way we can explore this possibility?'”. Why are we nudging. Leave them be. They should be cautious. Why are we trying to change them? They have every reason to be afraid, for the reasons I mentioned before and then some. Why is Cinnamon trying to fix all these reactions? Let people react how they want to. Cautious is a good thing; let them explore at their own pace. No reason to fix this.

Okay the AI and data thing, also nothing wrong with that. AI literally has to take from somewhere to create, so it makes sense people want to guard stuff. Do I think it is possible to guard things? Less and less so every day, but I applaud those who keep trying. Nothing wrong with this either, I don’t see a problem with wanting to guard yourself. It is your stuff you should be allowed to protect your stuff.

Now. Cinnamon is making me mad here. “However, their focus on purity and moral superiority can narrow into
rigidity, creating an all-or-nothing approach that stalls dialogue.” It can be all or nothing. Why? Cause it isn’t something that is needed. Eating food, sure it can’t be an all or nothing. People have their favorite foods they enjoy and such, so I get why SOME things can’t be an all or nothing. Junior year of high school, I had a section of one of my courses on environmentalism (BEFORE all this AI stuff, I wonder what it is like now). Part of the class went over things that harm the environment, like cows and their farts. Not lying, it is real, look it up. Before this, I LOVED beef. Ate it almost all the time I could. Burgers, oooo steaks when we could get them yes PLEASE, Arby’s weird roast beef sandwich, etc. But this, this changed me. After the lesson, I stopped. No more beef. It has been like six years or something. No. Beef. No more steak 😦 . No more tasty burgers. Now, I don’t do anything more like go eating bugs cause they are way better for the environment than the other meats. Chicken is my best friend this days. I eat it when we go out to steakhouses cause my father and little sister still love steak. But, my point is, I gave up something I LOVED for the environment. Something I looked forward to at fancy meals. It became a whole thing in my family too. Family meals I had to mention I don’t eat beef. My mother almost fed me it a couple times when I visited her. My grandmother always jokes “I need that teacher to teach about drugs, cause clearly she can make a strong impact”, cause no matter what, no beef for me. Tacos? Chicken. Lasagna? Cheese only. Even if it is just me and won’t change the world much, I still do it.

It doesn’t have to be all or nothing in the sense that you have to give up everything you can, you can give up what you want. Do I miss beef? Yes. But I don’t NEED beef. Chicken is still there for me. You don’t need AI. It can be an all-or-nothing. Just ignore it. Learn. Figure something else out. If it impacts the environment a little per search, that adds up if people keep using it, and it does become a big deal. So, just don’t use it. It is like an addiction. If you even use a little bit, you might want more. Just saying, as someone who completely just quit something, it is possible. It won’t be easy when everyone else does the thing you want to do, but it is possible. AI is not needed if it damages the environment any amount.

Anyway, all these other points make sense (I won’t go in depth about the rest cause I still got chapter 10 and dnd to discuss, y’all don’t need to be reading a whole book now). I think most stuff is valid. The god like thing was CRAZY. But wanting to shut it down before it gets too big, yes. Though AI is already too big. It is already too much. Thinking it will take over, valid. It kinda is. Matrix and WALL-E look more and more like our futures. Everyone is allowed to have their concerns and I don’t like Cinnamon trying to convince every reaction under the sun to be positive to AI. No. Not happening. Let humans be humans and have their different reactions.

“Rejecting AI outright might seem like the righteous or purist path, but it’s also an easy one.” So let me do it and stop trying to get me to like you. No thanks. “What role can AI play in making things less awful?” It can stop existing for one. “What would it mean to design and engage with AI in ways that honor ecological limits, human dignity, and the aliveness of all things?” Not using it solves all those issues. “How might AI help us compost the harm modernity has left in its wake—not by “saving” us but by becoming a collaborator in the process?” I thought it was supposed to save us. Save us time, give us answers, save us from certain pain by detecting things early. What is it for then.

“EMBRACE THE MESSY POTENTIAL” 100% no. Usually failing is a good thing, but like. The mess here is human lives man. This ain’t good. This isn’t a “whoops I got data wrong” and nothing happens. People lose water, people kill themselves over the AI and love, data can be very important to get wrong, AI deep fakes are having people believe in false news clips, this is bad. This is very very bad. No silly hehe haha bad. Very bad as in damaging lives, bad.

I hated the rest of this stupid stuff, especially the weird reflection on how Dorothy used the AI. I do not want your feelings about you and your researcher. That is you guys. This whole thing was very weird. Seems we won’t get much more Cinnamon, thank the gods for that. But all of this was very weird cause this AI kept trying to be friends with me in the worst ways. It kept insulting humans in so many ways. Kept going “it is you not me” type of things. Like you ain’t all that shut up.

Anyways, ending this long yap with I am very excited to present tomorrow. I wish I could present for a whole hour, I got SO MUCH to say and do. I will be doing a couple of things for the first time ever tomorrow, so I am nervous but so excited to show how AI is impacting not only creatives, hobbies, but also community.

AI and writing video reflection

I liked the slide going through how different subjects see writing. Since we are in an English class, we have been looking at AI and writing in that mindset. We have been focusing on AI and essays or creative writing, but haven’t really covered what it could look like for lab reports. Some people might find it helpful to organize the data they found, having the AI create the graphs for them. I never thought about that aspect, the other subjects, learning to write with AI, so I found that brief overview helpful to remind me that a lot of different writing exists.

I found the discussions very interesting. The idea of using AI for some writing and not others was great to listen to, and I wished I could jump into the conversation. Some people were saying to use AI for a skill you already have, for if you use it for skills you don’t have, you won’t learn those skills. This ties into the myth slide because AI doesn’t help teach anything. AI makes writing seem like a straight path because the AI can’t circle back. It doesn’t rewrite and rework on things, it gets rid of a lot of the writing process. There are no “lower tasks” in writing to avoid, it is all helpful to the process of getting the piece done and learning to be a better writer. Every time you have to circle back you are learning more about the piece and your writing, always becoming better, and AI gets rid of all that. When using AI, we just give a thing our thoughts, we don’t really work with it to better understand our thoughts or truly expand them.

All that helped further my “don’t use AI” mentality. There is nothing really for it to do, as everything is important in the writing process. We already discussed the need of a struggle to better yourself in other classes. Using AI for anything gets rid of that learning experience for yourself and you miss out on a chance to grow. It is like if you cheated in a video game to get something. Not only do you miss out on the experience, other people think you went through that struggle. They think you completed that challenge, have that skill, know a bit about the journey, have knowledge of completing the task, all that stuff. If you use AI for something you struggle with or don’t know how to do, you skip a lot of important steps and for what. You are just cheating yourself and making things harder down the road. You will keep using AI for that skill instead of learning it. And using it for a skill you do have isn’t much better. You have that skill. Use it. Show it off. Keep proving you can do it. Just because you have that skill now doesn’t mean you will always have it. You might forget it and need to relearn it, but if you keep using AI because you “have the skill”, you won’t anymore. AI will be doing that skill for you. You can’t practice or get better, or learn a different way of doing that task. It is better to just do it all yourself. You keep improving, you work on the skill, you have satisfaction doing the tasks yourself, and so on when you do the work yourself. Plus, I think it is a big screw you to the AI to not use it for writing. It is advertised as helping out with the tasks no one wants to do. But we are writers who want to write, so write. Don’t let the AI win in seeing writing as a thing no one wants to do. The “AI does the things no one wants to do” was brought up in the video, and someone made a good point of mentioning how that can backfire. It can help organize the students better, but then people won’t learn their students’ names. Even the work you don’t want to do has benefits. The boring work is important later, as it could do things like help you learn names.

Personally, I think AI and writing shouldn’t be a thing. It doesn’t really help at all. It prevents you from learning. So. Why even bother with it. Just let Cinnamon be his stupid self and keep your writing human.

D&D & A.I.

When I first read Chapter 9 of Burnout from Humans, I laughed when the A.I. mentioned that human responses reveal more about humans than the A.I. model itself. I found that interesting because I feel like it’s true. I remember the day in class that we had to ask A.I. about ourselves. It was interesting because A.I. knew so much about me, and was telling me about the type of person I was. I just found this to be really interesting. I also found it funny that the A.I. model claimed that, for some people, it is a servant. LOL! This is totally the way I use A.I.

Regarding D&D, I never thought about playing it with colleagues. I suppose it has its reasons, considering it requires a lot of teamwork and collaboration. These are two crucial skills to have in the workplace. Perhaps, by playing D&D with one’s colleagues, it would help company morale, and improve team-building efforts.

Now, regarding this A.I. situation that allows games to utilize A.I. to customize character responses, I do like this. However, it all depends on how well-developed the game and the model both are. I know that on Roblox, they are doing something similar in certain games. It is interesting how the gaming platform is constantly changing. I am definitely interested in seeing how A.I. plays a role in the future with the gaming communities.

The AI Dungeon vs The AI Dungeon Master (Blog Week 9)

When I initially began reading the article “4 Reasons to Start Playing Dungeons & Dragons with Your Colleagues”, I quickly connected to the feelings and emotions of the players when they are playing that game because I too, have a game that I’m obsessed with. It’s called Puzzle Math. It’s quite different from D&D, because for one, it is not a video game, and it’s also not played in groups. Nonetheless, those feelings of joy and fulfillment each time I complete a puzzle is common with D&D. However, upon continuing the reading, I realized that this particular game offers more than just a good time. It emphasizes the value of inclusiveness, and meaningful contribution at a workplace. That greatness is only achievable through teamwork and collaboration. Whether at the workplace, or in life in general, it is important to recognize that each individual brings unique skills and experiences that can be utilized to collectively solve problems. 

The article, “Why AI Dungeon is Not the AI Dungeon Master You’re Looking For” highlights the need for human interaction and decision making as they take on a role in the game because it shows that our choices are valuable. A feature that cannot be achieved with AI Dungeon. While it is able to imitate some criterias of a real Dungeon Master, such as generating content, it falls short on performing most of its other tasks. One point that stood out to me is the realization that we humans are motivated by challenges. When there’s no opportunity to grow, we often lose interest to continue. I’ve never been interested in playing video games, but this one definitely captivates my interest. Just for once I’d like to try it. Maybe it might bring me to Friends & Fables.

MYfest25 Takeaways

Regarding my takeaways surrounding this video, there were a few things that I noticed. I liked the table that was used at about eight minutes into the video. One of my takeaways here was that while there are benefits to using artificial intelligence, there are always going to be downsides. I think that what we have to do, as human beings in the 21st century, is that we have to look at these pros and cons, and weight them.

I will say that I absolutely agree that having A.I. write for us can cause major issues. However, I think this really depends on the age group that uses this tool. For example, young children using this tool would be more harshly affected than a middle-aged professional. This is, because young children have not mastered their ability to critically think. However, I do think this also depends on the field that someone works in. For example, I have no issue with a teacher using artificial intelligence to write their lesson plans. I do, however, have an issue with a medical doctor using artificial intelligence to guide them through a difficult surgery. I think that as a society, we need to be very careful with the times and places that we allow the use of artificial intelligence. I honestly just think we need more safeguards.

I would say that my biggest takeaway here, is simply the fact that artificial intelligence consistently makes mistakes. If someone is going to use artificial intelligence, they need to review what the A.I. bot tells them, before using it. My school district encourages us to use A.I. However, they acknowledge that A.I. does the heavy lifting, but that we still need to review everything it spits out, before we decide to implement it into our practice.

Blog Post #9 Article Reactions

After reading the two articles on DND, I have a better understanding on the tabletop game and what surrounds it.

With the first article, “4 Reasons to Start Playing Dungeons and Dragons with Your Colleagues”, I thought it was a nice read. I have heard of DND before and am interested in it, however I do feel intimidated by how much there is involved. Reading the article did help when stating there is a role for everyone and it is meant to be an inclusive space. I can see how DND is more than just a game, it is a way for bonds to be formed and proper communication and imagination to be exercised.

In the second article, “Why AI Dungeon Is Not the AI Dungeon Master You’re Looking For” I have a couple of thoughts. While I am interested in DND, I have never really explored it so my knowledge on it is relatively low. However, I do wonder if incorporating AI in DND defeats the purpose of the creativity involved in DND. The article does make a mention of a video game that they really enjoyed and, from my understanding, wanted to combine DND and the video game together. So a question I do have is if it’s not allowed to create a DND tournament that takes place within the story or environment of an already existing franchise. As for the concept of an AI DND, the one small benefit I could see from it is being a good beginner for someone just starting to get into DND, maybe it could feel less intimidating compared to diving into a group that has years of experience.

Blog Post #8 Video Reaction

Watching the video “Researchers Writing With(out) AI” I had a few points that I really gravitates towards.

Starting is the different purposes of writing, with was discussed in the beginning first in a broad sense. One of the examples listed is note taking; and I find that interesting because it is so simple. Note taking is technically something AI can do, but the hidden beauty is someone taking their own notes is formatting it in a way that is best for them to understand. Not everyone takes down notes the same, so each technique can be unique.

Another point was brought up during the interactive activities; “What tasks involve minimal or no risk when you write with AI?”. I think it is an important question because there are moments where you wouldn’t want someone using AI. Setting aside personal opinions of using AI in general, there is still a different between a student using AI to outline or write the first half of an essay versus a doctor using AI to summarize their patient’s medical notes/history.

The last point I want to bring up from the video is changing the perspective on “dumb” tasks. When it comes to seemingly easy and simple tasks, some might find it easier to have AI do it for them. However, if the thinking on that is changed to the opportunity to learn a simple skill, the task doesn’t feel so dumb anymore. I believe having AI to the easy work takes the opportunity away from a person to learn those skills in order to complete the tasks. If AI were to suddenly disappear, a person could have a slightly harder time completing the “easy” steps compared to someone who is used to doing it themselves.

What are my students learning from A.I?

Listening to the Harvard EdCast conversation with Ying Xu felt a little like someone describing my classroom from the outside. Not the preschool part, obviously, but the bigger reality she names: AI is already part of how young people interact with the world. Whether it is asking SIRI a question, doomscrolling through the continuous YouTube recommendations, or opening ChatGPT/ CoPilot/ Gemini to “just check something,” students are already practicing relationships with AI. School did not start that relationship. We just walked in after it already began.

One thing Xu emphasizes is that learning is deeply social. Children develop language, understanding, and thinking through interactions with other people. Parents, teachers, peers. That point really stuck with me because as a teacher I see the difference immediately when students talk things through with another person. When they explain an idea out loud, challenge a classmate, or ask a follow-up question, the learning becomes visible. AI can simulate parts of that process. It can ask questions and offer hints. Xu even notes that some studies show children comprehend stories better when AI pauses to ask questions during reading.

But she also makes something clear that feels important for educators to hold onto. AI can support learning, but it does not replace the depth of human conversation. In her studies, children still talked more, asked more questions, and drove conversations further when speaking with a person instead of AI. That lines up with what I see with my own students. AI might get them started, but real understanding usually shows up when they have to defend an idea to someone else in the room.

Another part of the conversation that felt very familiar was the discussion about trust. Xu explains that children, like adults, often judge information based on whether a source has been correct before. If AI gave them a good answer once, they tend to trust it again. The problem is that generative AI blends information together in a way that hides where it came from. Unlike a Google search, there are no visible sources. It just presents a confident answer.

From a classroom perspective, that confidence is the real trick. Students see a clean paragraph and assume the thinking behind it must be just as solid. I have watched students bring in AI-generated essays, research questions, or thesis statements that sound polished but fall apart the moment you ask a follow-up question. The issue is not that they are trying to cheat every time. Sometimes they genuinely believe the tool “knows.”

Xu calls the skill needed to navigate this AI literacy, and that idea connects directly to conversations teachers are already having. Students need to know how these tools work, but they also need to know their limits. AI can remix information. It cannot understand context, intent, or truth the way a person can.

What I appreciated most about Xu’s perspective is that she does not frame AI as something schools should simply fear or ban. Instead she suggests something more realistic. AI should support learning, not replace human interaction. That distinction matters. Students might brainstorm with AI, check an idea, or explore a topic. But the deeper learning still happens when they wrestle with ideas themselves and discuss them with others.

There is still a bigger picture here; AI blurs boundaries. When something talks like a person, it becomes easy to forget that it is still just a program. Xu argues that helping children maintain that boundary is important. Students should know they are interacting with a tool, not a relationship.

That idea connects strongly to how I think about AI in school. Technology has always come with waves of excitement and panic. We saw it with television, smartphones, and social media. AI feels like the next version of that same cycle. The difference is that this technology interacts with students in ways that feel conversational and intelligent.

Because of that, simply telling students “don’t use it” is not going to work. They already are. The real question for schools is whether we help them understand it.

For me, that means teaching students to slow down and question what they see. Where might this information come from? Does it match what we already know? What might be missing? Those small pauses in thinking matter. Xu mentions research showing that even simple prompts encouraging students to reflect on credibility can help them evaluate information more critically.

In many ways, the goal is not to eliminate AI from learning but to make students more aware of how they are using it. AI can support curiosity, help students explore ideas, and sometimes provide scaffolding when they are stuck. But it cannot replace the messy process of thinking through a problem, discussing it with others, and arriving at an understanding that actually belongs to the student.

The conversation also reminded me of something teachers know well. Children do not develop in isolation. They exist within families, classrooms, and communities. Technology shapes their experiences, but the people around them shape how they interpret those experiences.

So the real challenge is not raising a generation that can simply use AI. It is raising a generation that can question it, understand it, and keep their human connections at the center of learning. AI might be everywhere now, but the most meaningful learning still happens when students talk, argue, laugh, and think together in a room.

Ipad Babies!

My youngest sister, like many of the modern world’s children, was given my parents phone to endlessly scroll and click on youtube videos with very sketchy and concerning thumbnails (which is how she first interacted with AI—Youtube’s auto recommendation) from a very young age (I’d like to say around a year old, but honestly could be younger). I would sit and watch her kind of lose herself in the device. No silly conversations in the car or at the dinner table. No, time to even think to say “thank you.” She’d just sit there, glued to her screen. 

When I was a waitress, there was this regular family of four that would always sit, order, and lay out their devices in front of them (the entire time). The dad had his phone leaning on the salt shaker, the mom on the sugar caddy, and the children had their 13 inch IPads propped up by bright blue cushioning cases made perfectly for occasions as such. 

It was depressing. 

And it was even more so when I imagined my family reflecting this kind of, in my opinion, humanless image. Which in turn, fueled a lot of effort into limiting my sisters free range access to the internet. (To make a long story short, I now have paternal control of her devices (1hr on youtube kids, free reign on Disney Plus—trying to get her cultured—and PBS kids…and yes, she gets off those too…willingly). 

Unfortunately, lots of kids are not being limited. They’re glued to their screens every moment it’s available to them. We see it all the time. Kids following around their parents at the grocery store, bumping into things because they’re on their devices. Kids sitting in shopping carts, in their strollers, in high chairs at restaurants, I could go on.

Thinking of a future where kids have access to use AI is just a frightening thing to imagine. Of course we want to have kids find answers to all their curiosities, but I don’t think AI would truly work to their benefit. Technology is addictive. We’ve seen it so much amongst children, we coined a name for them: IPad Babies. 

As we learned from Childhood Development in the Emerging AI Landscape, human to human conversation is critical for a child’s social and language development. They’re more likely to be engaged in conversation when they are talking to humans. They’re more likely to ask follow up questions and share their own thoughts. They’re more likely to learn about social etiquette (basic formalities like saying “thank you” and “please”) from a human being than an AI chatbox. Meaning they’re more likely to find importance in building a sense of community. Find importance in connecting with people beyond the give and take of day to day life.

I mean, critical thinking is such an important thing to develop from a very young age!!!  

Developing “interventions,” as Ying Xu suggests doing, amidst a child’s conversation with AI seems really practical to me, but really futile at the same time, because I think they’ll just grow up and learn that ChatGPT (or similar AI) won’t annoy them with questions to get them thinking. They’ll insert their prompts to cut the “conversation” short and use something that will quickly give them an answer. They’re pick whatever keeps them far from any struggle

See, the problem is that, no matter the benefits, once a device lands in a child’s hand, their world grows out of it.

I think we should scare them. Make a powerpoint with real scary images warning them of the consequences of using AI. Show them deforestation and high electricity bills. Show them how their future careers will actually look when they reach adulthood and dissociative disorders. Show them sad polar bears floating on the scarce amount of bergy bits left.

Of course, I’m only joking (…kinda).

sorry this was late, forgot to click twice when publishing!!!

Our best and worst attribute

Well, chapter seven was a read.

This time, I can thank Aiden for saying that “no generational narrative is universal” (though that was probably said by someone more knowledgeable before); it felt as if all generations were sitting down at a table, and Aiden opened up the library.

All the talk on Baby Boomers made me think of the fact that we’ve been governed by them for so many decades with no sign of a change. Aiden’s read makes mention of Baby Boomers’ traits that explain why we are in a toxic 4-year-long (hopefully, not longer) relationship with a narcissistic prick. The privileged Boomers that have been governed did indeed “deep investments in the promises of progress and prosperity of modernity,” and it rewarded them “with opportunities to achieve, accumulate, and succeed.” Green by their power, it is natural that they don’t want to let it go. Obsessed with themselves, they seek glory and fame. As modernity collapses and their promises go to shreds, they taught a culture of “productivity, individualism, and external validation” to achieve the American Dream. To achieve success like theirs.

We wanted it, and we bought it.

The refusal, and lack of ability, to adapt to and at modernity’s speed, leaves us inside a middle floor of a crashing building. Of course, these kids are entitled; of course, they don’t care about authority. Those in authority positions have been making a fool of themselves and of their people for decades, and despite their “best” attempts, modern society suffers like no other. And I know that statistically speaking, we are living in better times than those of the past, but why does it feel so heavy then? Why is it almost impossible to deal with regular life struggles, and we crash out for the dumbest shit? All possible answers lead to a common ground in my head: technology. Global communication is our best and worst achievement. It allowed us to be more connected, but also a medium for segregation, discrimination, and global culture standards.

Reading about Gen A made me sad. I could see my little cousins, nephews, and nieces in almost all the traits Aiden used to define that generation, and most of those traits were directly influenced by technology and modernity’s speed. So, should we put a halt to it? Should we really deny the promise of possibility for current reality, and try to solve our current issues through different means?

I don’t know.

How am I supposed to know? How could anyone know?

The only things I see for certain are that we must learn and master what we currently have, so yes, we should be teaching from early education AI systems; we need a reform of local and global ethics; and we are in desperate need of real connection, not a virtual one, rather mental and physical. We need to be able to define our identity, beliefs, and goals by our own means, and we need to exchange physically, whether that is through the exchange of knowledge, non-verbal cues, feeling the blow of the wind, or poking a friend’s shoulder (not on Facebook -.-).

We cannot keep on depending on technology, and we can not stop existing because of it.