“The new illiterates: we can read, but do we truly know how to think?”

Literacy was easy to identify centuries ago. It referred to the inability to read and write – a visible limitation that restricted access to knowledge, culture, and social participation. Today, in developed societies, most people can read. We have never had so many books, so many media outlets, so many universities, and such widespread access to information. And yet, an uncomfortable question arises: what if the new illiteracy is not the lack of information, but the inability to think critically about it? The internet has given us instant access to almost any answer. In a matter of seconds, we can consult data, look up definitions, read documents, or listen to experts from anywhere in the world. But having information is not the same as understanding it. It has never been easier to confuse knowledge with data accumulation. We read headlines and believe we understand the facts. We watch 30-second videos and think we grasp complex conflicts. We repeat opinions heard hundreds of times and mistake them for independent thinking. Information surrounds us. Understanding is far more scarce. A large part of today’s information consumption is superficial. We move from one news item to another, from one video to the next, from one opinion to another, without time to verify, reflect, or contextualise. The goal is no longer to better understand the world, but to stay updated. Yet a person can consume hundreds of pieces of content per day and still be unable to distinguish between data and interpretation, evidence and belief, or rigorous information and emotional manipulation. Increasingly, we no longer choose what we read. Algorithms select news, videos, posts, and opinions based on what we like or what keeps us engaged for longer. When we only hear what we already think, we stop learning. And when we stop learning, critical thinking weakens. We live in an era in which everyone has an opinion on everything. In principle, this is good news. Democracy requires engaged citizens. The problem arises when the need to have an opinion outweighs the willingness to understand. Perhaps the issue is not a lack of ability. Perhaps it is that thinking requires an effort many of us have stopped training. Thinking involves doubt. It involves questioning our own beliefs. It involves accepting that we may be wrong. And that is far less comfortable than embracing simple explanations, clear enemies, and absolute certainties. Perhaps the education of the future should not focus solely on transmitting information. It should teach discernment: how to cross-check sources, identify manipulation, engage in dialogue with those who think differently without turning it into conflict. In short, it should teach how to think. Because knowledge is no longer scarce. Judgment is. The 21st-century illiterate may be able to read a book, browse the internet, and use advanced technology. But if they cannot distinguish between information and propaganda, between evidence and emotion, between knowledge and noise, they remain vulnerable. Perhaps the great challenge of our time is not to learn to read more. It is to learn to think better. Roser Coll, Chiromassage Therapist at Serenity Address:Andorra la Vella, Baixada del Molí 7-9-11, bloc A1, Planta 3 Phone: +376 627 740 Instagram: @serenity.relaxing Web: www.serenityrelaxing.com The post “The new illiterates: we can read, but do we truly know how to think?” first appeared on All PYRENEES.