Today I write from the ever bustling airport, the ultimate people watching spot.
I found myself considering the thousands of separate realities that others exist in. As I am sure you have also noticed, the majority of the public tend to be absorbed by their devices, constantly- regardless if they’re walking, sitting, standing, running, etc. They are sucked in to screens. It’s almost their second reality, their never-ending dopamine fix. So, what is this constant use doing to us?
Socrates once famously claimed that wisdom begins with acknowledging one’s own ignorance. In 2025, this principle takes on new significance. We’ve mastered the knack of recognizing what we don’t know; our questions are sharper and more frequent than ever. Yet, as recent neuroscientific research reveals, our capacity for deep understanding may be eroding.
We’re armed with AI-powered tools that can respond to complex queries, yet studies show that 80% of workers suffer from ‘information overload’. Our brains, designed to handle 3-4 items of information at once, are bombarded with up to 74 GB of data daily. This cognitive overload is reshaping our neural pathways, potentially at the cost of our ability to engage in sustained, deep thinking.
The prefrontal cortex, particularly the dorsolateral and ventrolateral regions (DLPFC and VLPFC), plays a crucial role in controlling learning processes. These areas are responsible for selecting and manipulating goal-relevant information. However, when faced with an overwhelming amount of data, these regions can become overtaxed, leading to decreased efficiency in information processing and decision-making.
This cognitive strain extends to the workplace, where the cost of information overload is staggering. Research indicates that cognitive overload costs the US economy about $900 billion annually. The implications are clear: our ability to ask sophisticated questions has outpaced our capacity to absorb and integrate the answers.
To address this imbalance, we must cultivate a practice of “mindful inquiry” that combines the Socratic method with modern cognitive science:
- Pause to consider the depth of your question and your readiness to engage with the answer, aligning with the Socratic tradition of self-examination.
- Implement spaced repetition and active recall to reinforce learning and enhance long-term memory formation.
- Design learning experiences that reduce extraneous cognitive load, allowing for deeper processing and comprehension.
- Incorporate periods of ‘digital fasting’ to allow for reflection and knowledge consolidation. Give yourself a mental spa treatment.
Moving forward, the integration of AI in learning presents both challenges and opportunities. AI-powered tutors could engage learners in adaptive Socratic dialogues, potentially revolutionizing the way we balance inquiry and absorption. However, we must remain vigilant against the risk of intellectual complacency that easy access to information might foster.
In navigating this new landscape, our goal should be to harness both technology and wisdom from the past. By combining Socratic inquiry with neuroscience-backed learning strategies, we can evolve into knowledge vacuums, capable of not just posing insightful questions, but of deeply understanding and applying the answers we receive.
The future of learning lies not in the volume of information we can access or the complexity of questions we can ask, but in our ability to transform that information into wisdom through thoughtful inquiry and absorption. Our next steps will shape not just our individual minds, but the collective intelligence of our species for generations to come.
Perhaps the greatest wisdom lies in knowing not just how to ask, but how to listen, absorb, and integrate. The Socratic paradox of our age challenges us to be both humble in our questioning and diligent in our understanding, fostering a new kind of intellectual virtue that balances curiosity with contemplation.
This is a follow up thought chain to Asking Better Questions
Works Cited:
Friedlander, M. J., et al. (2013). Neuroscience and Learning: Implications for Teaching Practice. PMC.
Rensselaer Polytechnic Institute. (2024). Information Overload Is a Personal and Societal Danger. RPI News.
Structural Learning. (2024). How Neuroscience Informs Effective Learning Strategies.
Ji, X. (2023). The Negative Psychological Effects of Information Overload. ERHSS, 9, 250-256.
Moore, C. (2025). Is Cognitive Overload Ruining Your Employee Training? Cathy Moore’s Blog.
Jessica Cole 