Snowed under information: a blessing or a curse?

The technology era offers an outstanding advantage- easily accessible and widely available information. But while the way of acquiring data may seem to advance perfectly and logically, the downsides of its fast pace, grand quantity, and little safety begin to show. 

Can our minds endure the pressure of being updated with our preferred knowledge while being distracted by subjects, not in our areas of interest? Are we able to always distinguish truth from lie and filter out the unnecessary? Do we need all the information we can access and how long will it take before it becomes harmful?

Coping mechanism vs self-indulgence

Mental health and self-care are becoming more recognized as indispensable to living a healthy life. Nowadays they are prioritized and considered by some as remedies that improve one’s overall quality of life and might even prevent or alleviate certain disorders, somatic or psychological, especially those stress-induced. However, they might be judged from a different perspective, as an excuse for self-indulgence. Could this lead to another underlying problem, of becoming so absorbed by solutions to degrees of a state of stagnation and detrimental behaviors that might be perceived as comfort and safety? 

Social media: a not enough studied risk factor

In recent years, the usage of social media has sky-rocketed amongst both adults and children. In 2022 approximately four billion people were using various platforms of modern communication and self-presentation. However, we as a society have mostly been unaware of the downsides of these networks. The emotional and intellectual toll they take on their users, the moral ambiguity of certain subjects, the ease of access to inappropriate content, and the paradoxical social disconnection are just a few of the threats that social media poses. Should these consequences be taken into account and controlled to counter the long-term effects on young generations?

From teaching to mentoring: how fine/ narrow of a line?

A teacher is by definition someone who educates someone, especially from an academic standpoint. The mentor, however, is supposed to be an experienced and trusted advisor. One could say the difference lies in the dynamic of the professional relationship with their students. Are these definitions enough to capture the complexity of such important mind-shapers? Considering that teachers educate all, can somebody be a trusted advisor to so many or should they limit their guidance to just a few? Is mentorship an innate quality or can it be acquired by trial and error?