Schulte 1

Carla Schulte
Professor Tyler
ENG 1201
20 September 2016
Is Google Making Us Stupid?
Nicholas Carr, an author that writes about technology, business, and culture, published an
article in The Atlantic in 2008 that is still debated today. In his essay, Carr reminds readers of
Stanley Kubricks message about artificial intelligence, As we come to rely on computers to
mediate our understanding of the world, it is our own intelligence that flattens into artificial
intelligence (744). Carr based his assertion on the fact that his brain has changed since being
exposed to the internet. Over the past 10 years, he has spent hours searching or adding to online
databases and now he notices that he no longer thinks the same. His brain alterations are mostly
apparent to him when he is reading print because he can no longer stay focused when reading a
lengthy article.
Carr supported his claim by referencing Nietzsche, a German philosopher, and Marshall
McLuhan, a media theorist. During the 19th century, Nietzsche acknowledged that his style of
writing changed when he began using the newest technology, the typewriter. In the 1960s,
McLuhan asserted that media shapes the thought process. Carr concluded that the internet is
shaping our thought process by chipping away at our capacity for concentration and
contemplation (733). Here, Carr has committed a logical fallacy because he has not considered
all possibilities for his neurological changes and his reasoning is based mostly on his personal
experience rather than scientific evidence.

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The abundance of information provided by the internet creates an opportunity for
learning to take place if a Wi-Fi connection is available. From personal experience, life as a
student prior to the invention of the internet was quite different from life as a student with the
internet. As a student before the 1990s, research for class assignments was mostly done by
driving to the library, sorting through card catalogues while hoping the books were properly
shelved and not checked out. This was a time consuming and labor intensive process to
investigate and research specific topics. Some material could not leave the library so facts,
figures, and references had to written down for later use. Now at the click of a mouse, I can have
multiple academic resources available to read on any research topic from any location with WiFi. In a relaxed setting, the internet allows users to gain knowledge by learning in a less
cumbersome manner.
Carr furthers his claim that his own thinking has been compromised by citing a study
conducted by scholars from the University College London. The study determined that people
using online sites hop from one source to another skimming material rather than reading it (734).
Carr suspects that this prevents individuals from deep reading and truly contemplating the
information. However, this study could not prove whether or not users returned to articles later
for further reading. I suggest that whether or not a user skims information depends on the
purpose for which the user is searching the internet. It is reasonable to skim articles if it is solely
for the purpose of learning the basics about a topic or finding relevant sources. Typically, if the
user needs more in-depth knowledge, the user will thoroughly review appropriate information.
One must remember that the internet is just one tool available for accessing information which
may be why users hop from site to site. Regardless, it cannot be refuted that the internet exposes

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a user to an abundant amount of information and some will be captured by the users cognitive
capacity to learn.
Carr continues his indictment of the internet when he references Maryanne Wolf, a
developmental psychologist. She contends that the internet has impeded our ability to interpret
information, making users disengaged and distracted decoders of information (734). Carr gives
credence to his claim by using an expert in human development, and he concurs that internet
users are not deeply probing and analyzing information. However, the internet provides access
to multiple sources of data stored in various formats of all subject matters that can stimulate a
persons brain at different levels. How well a person is engaged in interpreting information is
related to ones unique language, reading, memory, and visual skills. The internets varied
formats effects each of these aptitudes differently impacting the level of participation an
individual demonstrates in assimilating information. Also, individuals can surf the internet to
explore sophisticated concepts or exercise their cognitive abilities. The varied online formats
allow users to become engaged in learning the material and not just deciphering a series of facts.
Carr understands that progress is not going away just has writing did not disappear with
Socrates condemnation of it. I rather suspect even though Carr believes that the internet and
googling is making us stupid he is not willing to abandon technology. He uses his own
regression to remind readers that they must be thoughtful and wise with how it is used. He
references the movie, 2001 Space Odyssey, to emphasize the peril that can happen if technology
is used haphazardly. HAL was supposed to create an environment for the betterment of mankind
but he turned out to be a foe. Googling does have the ability of giving a quick answer and there
is also the possibility that when we google we do not think. The internet offers much promise for
higher thinking as long as it is used as a tool and not an end-all for acquiring knowledge.

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Works Cited
Carr, Nicholas. Is Google Making Us Stupid? Edited by Richard Bullock, Maureen Day
Goggin, and Francine Weinberg. The Norton Field Guide. New York: W.W. Norton &
Company, 2016. Print.