I'm not going to deny most anti-social media and too much screen time is bad for humans, especially kids. The suggestion you make to have kids spend more time outside is great -- although it is difficult to implement if all the other kids they might play with are inside, and if parents nowadays face arrest for "neglect" if they encourage their children to learn independence outside the home. See the book "Last Child in the Woods: Saving Our Children From Nature-Deficit Disorder" and "In Defense of Childhood: Protecting Kids' Inner Wildness" for example.
All that said, there is a deeper issue here, which is that robotics and other automation including AI are changing the very nature of our economy, and "modern" schools were invented in Prussia in the 1800s for a very specific purpose of making most people into obedient cannon fodder.
https://en.wikipedia.org/wiki/...
"The Underground History of American Education: Chapter 7 The :Russian Connection
https://archive.org/details/Jo...
"John Gatto Prussian Education"
https://www.youtube.com/watch?...
"The particular utopia American believers chose to bring to the schoolhouse was Prussian. The seed that became American schooling, twentieth-century style, was planted in 1806 when Napoleon's amateur soldiers bested the professional soldiers of Prussia at the battle of Jena. When your business is renting soldiers and employing diplomatic extortion under threat of your soldiery, losing a battle like that is pretty serious. Something had to be done.
The most important immediate reaction to Jena was an immortal speech, the "Address to the German Nation" by the philosopher Fichte â" one of the influential documents of modern history leading directly to the first workable compulsion schools in the West. Other times, other lands talked about schooling, but all failed to deliver. Simple forced training for brief intervals and for narrow purposes was the best that had ever been managed. This time would be different.
In no uncertain terms Fichte told Prussia the party was over. Children would have to be disciplined through a new form of universal conditioning. They could no longer be trusted to their parents. Look what Napoleon had done by banishing sentiment in the interests of nationalism. Through forced schooling, everyone would learn that "work makes free," and working for the State, even laying down one's life to its commands, was the greatest freedom of all. Here in the genius of semantic redefinition lay the power to cloud men's minds, a power later packaged and sold by public relations pioneers Edward Bernays and Ivy Lee in the seedtime of American forced schooling. ...
Prussia was prepared to use bayonets on its own people as readily as it wielded them against others, so it's not all that surprising the human race got its first effective secular compulsion schooling out of Prussia in 1819, the same year Mary Shelley's Frankenstein, set in the darkness of far-off Germany, was published in England. ..."
And to do that, modern school teachers mainly teach seven lessons:
https://www.informationliberat...
"Look again at the seven lessons of schoolteaching: confusion, class position, indifference, emotional and intellectual dependency, conditional self-esteem, surveillance -- all of these things are prime training for permanent underclasses, people deprived forever of finding the center of their own special genius. And over time this training has shaken loose from its own original logic: to regulate the poor. For since the 1920s the growth of the school bureaucracy, and the less visible growth of a horde of industries that profit from schooling exactly as it is, has enlarged this institution's original grasp to the point that it now seizes the sons and daughters of the middle classes as well. ..."
But do we still need to shape children to become compliant Prussians? As I wrote in 2007:
"Why educational technology has failed schools"
https://patapata.sourceforge.n...
"... Ultimately, educational technology's greatest value is in supporting "learning on demand" based on interest or need which is at the opposite end of the spectrum compared to "learning just in case" based on someone else's demand. Compulsory schools don't usually traffic in "learning on demand", for the most part leaving that kind of activity to libraries or museums or the home or business or the "real world". In order for compulsory schools to make use of the best of educational technology and what is has to offer, schools themselves must change.
But, history has shown schools extremely resistant to change. ...
Essentially, the conventional notion is that the compulsory schooling approach is working, it just needs more money and effort. Thus a push for higher standards and pay and promotion related to performance to those standards. Most of the technology then should be used to ensure those standards. That "work harder" and "test harder" approach has been tried now for more than twenty years in various ways, and not much has changed. Why is that? Could it be that schools were designed to produce exactly the results they do? [See John Taylor Gatto's writing on that.] And that more of the same by more hard work will only produce more of the same results? Perhaps schools are not failing to do what they were designed; perhaps in producing people fit only to work in highly structured environments doing repetitive work, they are actually succeeding at doing what they were designed for? Perhaps digging harder and faster and longer just makes a deeper pit? ...
But then, with so much produced for so little effort [thanks to a post-industrial information age productivity], perhaps the very notion of work itself needs to change? Maybe most people don't need to "work" in any conventional way (outside of home or community activities)? ...
But then is compulsory schooling [designed mainly to turn human beings into compliant robots] really needed when people live in such a [post-industrial] way? In a gift economy, driven by the power of imagination, backed by automation like matter replicators and flexible robotics to do the drudgery, isn't there plenty of time and opportunity to learn everything you need to know? Do people still need to be forced to learn how to sit in one place for hours at a time? When people actually want to learn something like reading or basic arithmetic, it only takes around 50 contact hours or less to give them the basics, and then they can bootstrap themselves as far as they want to go. Why are the other 10000 hours or so of a child's time needed in "school"? Especially when even poorest kids in India are self-motivated to learn a lot just from a computer kiosk -- or a "hole in the wall"...
So, there is more to the story of technology than it failing in schools. Modern information and manufacturing technology itself is giving compulsory schools a failing grade. Compulsory schools do not pass in the information age. They are no longer needed. What remains is just to watch this all play out, and hopefully guide the collapse of compulsory schooling so that the fewest people get hurt in the process. ..."
