Review of “How to Save the Internet with Nick Clegg” – Unpacking Silicon Valley’s Impact on Technology

Nick Clegg takes on challenging positions. He served as the British Deputy Prime Minister from 2010 to 2015, navigating the complex dynamics between David Cameron’s Conservatives and his own Liberal Democrats. A few years later, he embraced another tough role as Vice President of Meta and President of Global Affairs from 2018 until January 2025. In this capacity, he managed the contrasting landscapes of Silicon Valley and Washington, D.C., as well as other governments. “How to Save the Internet” outlines Clegg’s approach to these demanding responsibilities and presents his vision for fostering a more collaborative and effective relationship between tech companies and regulators in the future.

The primary threats Clegg discusses in his book do not originate from the Internet; rather, they come in the form of regulatory actions against it. “The true aim of this book is not to safeguard myself, Meta, or major technologies. It is to enhance awareness about the future of the Internet and the potential benefits of these innovative technologies.”

However, much of the book focuses on defending Meta and large technology firms, beginning with a conflation of the widely beloved Internet with social media, which represents a more ambiguous aspect of online activity. In his exploration of “Techlash,” the swift public backlash against big tech occurring in the late 2010s, he poses the question:

That brings me to a recent survey I conducted through Harris Poll. I posed this question to a nationally representative sample of young American adults—the very generation that has been shaped by a plethora of social media platforms. We invited respondents to share their thoughts on the existence of various platforms and products. The regret for the existence of the Internet is low at 17%, while for smartphones, it’s only 21%. However, regret regarding major social media platforms is considerably higher, ranging from 34% for Instagram (owned by Meta) to 47% for TikTok and 50% for X. A parental investigation also found high levels of regret regarding social media. Similarly, other researchers have uncovered similar findings in their studies.

In other words, many of us would opt to disconnect from certain technologies if given the chance. Clegg presents this choice as binary: either fully embrace the Internet or shut it down. Yet, the real concern lies with social media, which can be regulated without dismantling the entire Internet and is consequently far more challenging to defend.

Nevertheless, Clegg attempts this defense. In the opening chapter, he addresses dual accusations that social media has harmed global democracy and adversely affected teenage mental health. While he acknowledges both have deteriorated since the 2010s, he contends that the decline merely coincides with the rise of social media and is not a direct cause. He refers to academic research, yet his interpretations echo standard narratives from Meta and overlook many critical counterarguments. For instance, consider this study contrasted with alternative perspectives. Ultimately, Clegg borrows many of his defensive phrases directly from a rebuttal published by Meta in response to criticisms, while my own work articulates a case for the detrimental impact of social media on democracy.

In this book, Clegg aligns himself with Meta’s narrative, despite previously holding different views on teenage mental health. Multiple state attorneys general in the U.S. have initiated lawsuits against Meta, revealing insights through obtained documents that show Clegg’s awareness of the issues. For instance, on August 27, 2021, Clegg sent an email to Mark Zuckerberg, prompted by an employee’s request for increased resources to address teenage mental health concerns. Clegg expressed that it was “increasingly urgent” to tackle “issues concerning the impact of products on the mental health of young people,” indicating that the company’s efforts were hampered by staffing shortages. Zuckerberg, however, did not respond to this email.

Clegg’s current stance—that harm is merely correlational and that such correlations lack significance—contradicts the experiences of numerous Meta employee, contractor, whistleblower, and leaked document evidence. One example comes from a 2019 Meta-offered study commissioned by the Tennessee Attorney General, where researchers informed Meta: “[teens] Despite Instagram’s addictive nature and detrimental effects on mental health, it’s still irresistible.”

Regarding his suggestions for preserving the Internet, Clegg proposes two key principles: radical transparency and collaboration. He advocates for tech companies to be more open about how their algorithms function and how decisions are made. He warns: “If the Silicon Valley Master refrains from opening up, external forces will intervene.”

In terms of collaboration, he advocates for a “digital democratic alliance,” emphasizing the importance of providing a counter to China’s technology, which supports its authoritarian regime. Clegg envisions that world democracies should unite to ensure the Internet upholds the democratic ideals prevalent in the 1990s.

Does Clegg’s vision hold merit? While transparency is commendable in theory, it may be too late to enforce these principles on the currently dominant companies of the Internet. As tech journalist Kara Swisher articulated, we built cities without infrastructure—no sanitation, no law enforcement, no guidance. Envision such a city. This lack of foundational design allows fraudsters, extremists, and others to thrive on these platforms, posing risks that even teenagers and large enterprises doubt can be addressed. A leap towards transparency by 2026 may prove insufficient to rectify the detrimental frameworks established two decades ago.


As for collaboration, envisioning a corporation like Meta relinquishing data and control seems implausible. The tech giant has garnered considerable support from the Trump administration, raising doubts about their willingness to pressure other nations. Thus, it remains unclear how “the choice will be taken out of their hands” should they resist cooperation. By whom?

The great biologist and ant expert, E.O. Wilson, once remarked that Marxism is “a good ideology for the wrong species.” After engaging with Clegg’s proposals, one might draw a parallel; his suggestions overlook the many critiques found in books addressing Meta’s unethical practices, numerous revelations from the 2021 leak known as the Facebook Files, and ongoing legal challenges.

Jonathan Haidt is a social psychologist and author of “The Unreliable Generation” (Penguin). How to Save the Internet: The Threat to Global Connections in the Age of AI and Political Conflicts by Nick Clegg is published by Bodley Head (£25). To support the Guardian, purchase a copy at Guardianbookshop.com. Shipping charges may apply.

Source: www.theguardian.com

TechScape: Silicon Valley’s top schools quickly experimenting with technology | Technology

Hello. Welcome to TechScape. I’m Blake Montgomery, technology news editor at Guardian US.

I’m taking over TechScape from Alex Hern. In this newsletter I would like to introduce myself and my ideas.


Blake Montgomery, new TechScape writer. Photo: The Guardian

A little about me: I started working for the Guardian the day Sam Bankman-Freed went to trial. My first break from my new job coincided with the shock firing of Sam Altman at OpenAI. A story I often tell at parties is how I was arrested and jailed while reporting. deadly testicular injection.

New newsletter: TechScape immerses you in the influence of politics, culture, and technology. We analyze the importance of the week’s most important technology news, explore odd niches, stay up to date with Guardian coverage, and give you helpful tips from time to time. My version of TechScape is a newsletter about technology and the people who make it. Technology, both as a product and as an industry, is the biggest driver of change in our time. It intersects every aspect of our lives and changes our daily behavior. Think of TechScape as your guide to the future and future present.

Thank you for your participation.

This week on iPhone


Yu-Gi-Oh! There’s a lot to explore in Master Duel. Photo: Matt Cardy/Getty Images

Average usage time per day: 6 hours 2 minutes.

Most used apps: Yu-Gi-Oh! master duel. I just downloaded this app last week and it stirs up some nostalgia in me. teenage trading card era for better or for worse. Quite a lot of things in the game have changed since then, so there’s a lot of digital territory to explore.

Silicon Valley’s elite schools are testing temporary bans on technology


There is a popular opinion that mobile phones are bad for everyone, especially children. Photo: The Guardian

Leaders in the United States, United Kingdom and Europe are debating whether students should have cellphones in their hands during class. A growing number of people in power, from presidents to school superintendents, think they shouldn’t do that.

California’s governor last week signed a bill requiring schools to reduce screen time for students, and the Los Angeles School District, the second largest in the United States, passed a ban on public high school phones on campus starting in 2025. The UK is not making this decision piecemeal. Similar to the US, ministers announced plans in February to ban phones in schools across the country. Hungary now requires schools to collect students’ devices at the start of the school day. France is in the midst of trialing a ban on the use of phones for students under 15. The Netherlands has banned the use of phones in schools from January 1, 2024.

Consensus is growing. Taking up arms against screen time is a popular stance among both conservatives and progressives. There is a popular opinion that phones are bad for everyone, especially children. One of the problems is that it is a universally acknowledged fact that everyone living in our time must have a smartphone. How can we prepare students to balance the two competing needs of screen time and screen-free time?


Will going tech-free help students learn better in school? Photo: The Guardian

An elite school in the heart of Silicon Valley is asking students to put down their devices and rethink their relationship with technology. The $62,400-a-year, private school for girls at Castile School in Palo Alto, Calif., has banned cell phones in classrooms since middle school principal Laura Zappas can remember. Also smart watches. The school has 185 students in grades 6, 7, and 8, aged 11 to 14.

Zappas instituted a completely technology-free week last school year, requiring all Castillaja students to lock their devices, including smartphones, smartwatches, tablets, and school-issued laptops, at the start of the school day for one week in March. The girls took notes, filled out all assignments on paper, and recorded data from their science experiments in graph journals. They wrote down the homework they needed to complete on paper planners that Zappas personally distributed. They complained of cramps because they handwritten more lines in a day than any other grade.

“We found that students with laptops had several screens open at the same time,” Zappas said. “They may be texting or playing games instead of taking notes. Or, a student’s urge to start class may be replaced by waiting for instructions from the teacher or what they are doing. Instead, I wanted to open my laptop as soon as I entered the classroom. I was always drawn to my laptop.”

The initiative, simply named “Tech Free Week,” served to reset digital-first educational practices during the pandemic, Zappas said. “I think before coronavirus, we were using a combination of paper and technology. And I think my own education has changed pretty dramatically with coronavirus, with all assignments now having to be submitted electronically. And since COVID-19, it has become our daily life.”

What does Unplugged look like as a way for students and teachers to think more deeply about our relationship with technology?

Administrators described Tech Free Week as a pause for rethinking. How can we participate as a community without screens?”


A recent study from Tech-Free Week found that 42% of students improved their ability to concentrate after returning to paper and pen. Photo: The Guardian

The results were positive, with 42% of students saying they were able to concentrate better in class and were less distracted during schoolwork, according to a survey conducted by the school. Almost three-quarters of teachers asked Zappas to repeat the effort. She is in discussions with administrators at the 9th- through 12th-grade high school to implement a technology-free week for older students.

Zappas emphasized that advance notice and careful preparation made Technology Free Week possible. She notified school teachers of the initiative four months in advance and pitched it to parents six weeks in advance. She asked both teachers and parents to consider how they can build healthy relationships. That a week without technology required so much planning shows that devices can be an inseparable part of modern life, even for 11-year-old students.

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We have a French teacher and we gave them all the dictionaries and she said they had never seen a French dictionary before.

“We have a French teacher and we gave them all the dictionaries and she said they had never seen a French dictionary before,” Zappas said. “And it took a long time for them to figure out, ‘Okay, what’s the right word that I want to use here?’ How do I find that?”

www.theguardian.com