XuLei

Starting Point: Warnings from "Third Storage" to "Post-Species Generation"#

One of the core missions of traditional library science is the preservation and dissemination of knowledge, which largely externalizes and socializes humanity's "first storage" (immediate perception and memory) and "second storage" (individual long-term memory). Books, archives, and databases are all external carriers of collective human memory, greatly expanding the boundaries of human cognition and allowing knowledge to be transmitted across time and space. We have always regarded this externalization as a hallmark of civilizational progress, the cornerstone of human intellect and social development.

However, Stiegler's concept of "third storage" and the further elaboration of the "post-species generation" crisis cast a profound shadow over this seemingly positive externalization. It is no longer merely a simple "memory outsourcing," but refers to the deep intervention and reshaping of human memory and cognitive processes by digital technologies (especially algorithms, big data, and AI), which may even lead to the atrophy or alienation of certain inherent cognitive abilities (such as deep memory, abstract thinking, and critical synthesis skills). When search engines become our "second brain" and AI summaries replace reading original texts, are we completely shifting the burden of thought onto machines, thereby unconsciously losing our ability for independent thinking and deep understanding? This is not just a change in the way information is accessed, but a potential paradigm shift in the structure of human cognition.

This serves as a wake-up call for me and the entire library science community: if our services merely remain at the level of "providing information access" without addressing the profound impact of this access method on human cognition itself, we may be inadvertently fostering the process of "post-species generation." Shouldn't the mission of libraries be to promote human intellectual development and mental well-being?

I. Tracing Its Intellectual Roots: From Knowledge as "Container" to Cognition as "Mediator"#

The warning of "third storage" is not unfounded; it is deeply rooted in the long-standing reflections on the relationship between technology and humanity in Western philosophy and communication studies.

1. From Plato to Nietzsche: Concerns about Externalized Memory. Plato, through the voice of Socrates in "Phaedrus," expressed concerns that the invention of writing would lead to forgetfulness and weaken memory. Nietzsche also pointed out that the invention of the typewriter changed his writing style and way of thinking. These early reflections foreshadow the potential impact of external technologies on human cognitive patterns.

2. McLuhan and Media Ecology: The Medium is the Message. McLuhan emphasized the medium itself rather than its content in reshaping human society and senses. As a "cool medium," digital media's fragmented and hyperlinked nature may be cultivating a "shallow reading" cognitive habit, which is a reality of "third storage."

3. Frankfurt School and Technological Critique: Instrumental Rationality and Alienation. Adorno and Horkheimer's critique of instrumental rationality, along with Ellul's warnings about technological autonomy, point out that technology, in its pursuit of efficiency and control, may lead to human alienation and loss of subjectivity. In digital reading, the "efficiency" logic of algorithms may be alienating our reading desires, transforming us from active seekers of knowledge into passive "information consumers."

4. Challenges of Post-Humanism: Blurred Boundaries of Humanity. Although the article emphasizes a "return to humanism," "third storage" and "post-species generation" touch upon the core issues of post-humanism: with the deep integration of technology and humanity, are the definitions, boundaries, and essence of humanity undergoing fundamental changes? If human cognitive abilities are indeed replaced or reshaped by external technologies, what is the "human" we are trying to "return" to? This raises deeper philosophical inquiries.

II. Exploring Its Practical Significance: Libraries as Guardians of "Cognitive Resilience"#

In the face of the challenges posed by "third storage" and "post-species generation," the mission of libraries needs to shift from "information access" to the cultivation and safeguarding of "cognitive resilience."

1. From "Information Literacy" to "Cognitive Literacy":

   • Beyond Tool Skills: Traditional digital literacy education focuses on skills such as information retrieval, evaluation, and usage. We need to expand this to "cognitive literacy," which involves cultivating users' critical understanding of the information ecosystem and algorithmic logic, as well as their ability to maintain focus and engage in deep thinking in a digital environment.

   • Advocating "Deep Reading": Libraries should actively promote "deep reading" practices, not only providing physical resources but also designing and guiding users to engage in immersive, critical reading in digital environments. For example, developing "distraction-free digital reading mode" applications and organizing "digital reading clubs" to guide readers in fact-checking and critically evaluating AI-generated content.

2. From "Resource Provision" to "Knowledge Curation":

   • Countering Fragmentation: In the face of the fragmented information flow brought about by "third storage," libraries should leverage their professional advantages to conduct high-level knowledge curation. This is not merely simple classification but involves deep integration, contextualization, and correlation of knowledge, helping readers construct a systematic knowledge map rather than isolated information points.

   • Designing "Knowledge Pathways": Create multidimensional knowledge exploration pathways for readers, guiding them to delve into a topic from different angles and encouraging interdisciplinary reading and thinking, thereby cultivating their comprehensive analysis and abstraction abilities.

3. From "Serving Users" to "Empowering Cognition":

   • Ethical Applications of AI: Libraries can actively explore the applications of AI in assisting human cognition, but must adhere to ethical boundaries. For instance, using AI for personalized recommendations while providing transparency in the recommendation logic; utilizing AI to assist research while emphasizing its role as a tool rather than a replacement for human thought.

   • "Cognitive Boot Camps": Organize workshops or projects to teach users how to manage digital attention, take effective digital notes, and use digital tools to assist memory rather than replace it, helping them maintain cognitive autonomy amidst the digital flood.

   • "Digital Rest Spaces": Set up "no-screen zones" or "quiet zones" within libraries to encourage readers to put down electronic devices and return to print reading or engage in undistracted thinking, providing a physical space to combat digital fatigue.

III. Challenging Its Basic Assumptions: Is "Post-Species Generation" Inevitable?#

The warnings in the article are necessary, but is "post-species generation" an irreversible fate, or is it entirely negative? This is worth further exploration.

1. Adaptive Evolution: Every technological change in human history (writing, printing) has raised concerns about memory and cognitive decline, yet humanity has consistently demonstrated remarkable adaptability, developing new cognitive patterns and abilities. For example, while the emergence of writing may have weakened oral memory, it greatly enhanced abstract thinking and logical reasoning abilities. In the digital age, are we also developing new cognitive skills, such as rapid information filtering, cross-modal understanding, and distributed collaboration? Does the library have a unique role in promoting the development of these new skills?

2. Individual Differences and Agency: The risks of "post-species generation" are not equally distributed among all individuals. Those with a good education and critical thinking skills may be better equipped to navigate digital tools and avoid being disciplined by them. The responsibility of libraries is to bridge this "cognitive divide," empowering all users to maintain cognitive autonomy in the digital age.

3. The Possibility of Technology for Good: Technology itself is neutral; its impact depends on how it is designed and used. While the article emphasizes the potential negative effects of technology, we should also recognize its potential for "good." As public institutions, libraries can actively participate in advocating for "responsible AI" and "ethical design," encouraging technology developers to integrate "humanistic" principles into product design, thereby collaboratively shaping a digital ecology more conducive to human cognitive development.

Conclusion: The "Ethical Responsibility" of Libraries#

The propositions of "third storage" and "post-species generation" elevate the mission of libraries from traditional "preservation and access" to the heights of "cognition and ethics." Libraries should no longer merely be "containers" of knowledge but should become "gyms" for human cognitive abilities and "laboratories" for ethics. We have a responsibility to understand the profound impacts of the digital age on human cognition and actively explore how, through our services, education, and advocacy, we can help individuals and society maintain clear cognition, sound minds, and autonomous choices amidst the technological tide. This is not only a challenge for library science research but also an ethical responsibility we bear as guardians of knowledge for the future of humanity.

References

Beyond Material Dimensions: The Humanistic Return of Digital Reading from the Perspective of the History of Reading Theory _ Li Yingqi