Illuminating the "Brain Rot" in the Logic of Hope as a Transcendental Human Force: A Critical Philosophical Analysis of Cognitive Decline in the Digital Era

Authors

  • Ignasius Ngari Sekolah Tinggi Filsafat Teologi Fajar Timur, Indonesia
  • Yohanes Kore Universitas Okmin Papua, Indonesia
  • Maximilianus Bos Pegan Sekolah Tinggi Filsafat Teologi Widya Sasana, Indonesia

DOI:

https://doi.org/10.59784/glosains.v7i1.682

Keywords:

brain rot, cognitive decline, digital literacy, hope, philosophy of technology

Abstract

Background: The phenomenon of “brain rot” the decline of intellectual abilities due to excessive consumption of shallow digital content has become a global concern after being named Oxford Dictionary’s Word of the Year 2024. Although digital cognitive decline has been widely documented, its philosophical dimension, particularly the role of hope as a transcendental counter-force, remains underexplored.

Objective: This study analyzes brain rot philosophically and proposes recovery strategies through hope as a transcendental human force, using the Pandora’s box metaphor. It argues that hope understood as an active cognitive-affective disposition rather than passive optimism forms the philosophical basis for resisting and recovering from brain rot.

Methods: This research employs a qualitative philosophical approach utilizing conceptual analysis, comparative philosophical analysis, and critical hermeneutic analysis. In-depth examination is conducted on the thoughts of philosophers regarding hope (Kant, Kierkegaard, Marcel, Fromm, Bloch, Byung Chul Han) as well as negative conceptions (Spinoza, Schopenhauer, Nietzsche, Camus).

Results: Hope is an active mindset that motivates action and enables individuals to mobilize social, cultural, and institutional resources. Strategies to overcome brain rot include improving digital literacy, limiting screen time, balancing digital and non-digital activities, developing diverse interests, strengthening social relationships, and engaging in physical activity.

Conclusion: This study proposes hope as a philosophical basis for cognitive recovery in the digital era. Despite cognitive degradation caused by digital culture, hope remains a liberating force that helps individuals overcome despair and restore cognitive agency. Further empirical research is needed to validate these ideas across different cultural contexts.

References

Aribowo, P., & Bagaskara, M. I. (2025). Dampak penggunaan media sosial" Brain Rot" terhadap kesehatan mental remaja. Jurnal Sosial Teknologi, 5(3), 350–357. https://doi.org/10.59188/jurnalsostech.v5i3.32020.

Bloch, E., Plaice, N., Plaice, S., & Knight, P. (1986). The principle of hope (Vol. 1). Mit Press Cambridge, MA.

Bradley, J. A. (1976). Parerga and Paralipomena, 2 Vols. by Arthur Shapenhauer. translated by EFJ Payne. Clarendon Press: Oxford university Press. 1974. Pp. 497. 703. Vol. 1£ 9.50; Vol. 2£ 12.50. New Blackfriars, 57(678), 526–527.

Craufurd, E., & Seaton, P. (2010). Homo Viator: Introduction to the Metaphysic of Hope.

De Spinoza, B. (1910). Spinoza’s Short Treatise on God, Man and His Wellbeing. A. and C. Black.

Falloon, G. (2020). From digital literacy to digital competence: the teacher digital competency (TDC) framework. Educational Technology Research and Development, 68(5), 2449–2472.

Fromm, E. (2023). The revolution of hope: Toward a humanized technology. Open Road Media.

Haliti-Sylaj, T., & Sadiku, A. (2024). Impact of Short Reels on Attention Span and Academic Performance of Undergraduate Students. Eurasian Journal of Applied Linguistics, 10(3), 60–68.

Han, B.-C. (2024). The spirit of hope. John Wiley & Sons.

Harsanto, E., Yunike, Y., & Kusumawaty, I. (2025). Brain Rot and Focus Disorders Survey Impact of Consumption of TikTok and Instagram Reels Content on Teenagers. International Journal Scientific and Professional, 4(3), 593–600. https://doi.org/10.56988/chiprof.v4i3.103.

Kant, I. (1999). Critique of pure reason. Cambridge university press.

Kierkegaard, S. (1995). Kierkegaard’s writings XVI, works of love (HV Hong, EH Hong, Eds., Trans.). Princeton New Jersey: Princeton University Press.

Lakilaki, E., Puri, R. M., Saputra, A. N. Z., Shawmi, A. N., Asiah, N., & Rizky, M. (2025). The Phenomenological Analysis of the Impact of Digital Overstimulation on Attention Control in Elementary School Students: A Study on the’Brain Rot’Phenomenon in the Learning Process. TOFEDU: The Future of Education Journal, 4(1), 265–274.

Mishra, S., & Mishra, K. K. (2024). Brain rot: The cognitive decline associated with excessive use of technology. International Journal of Research Publication and Reviews, 5(12), 1625–1630.

Nietzsche, F. (2008). Beyond good and evil (H. Zimmern, Trans.). Radford, VA: Serenity.(Original Work Published 1886).

Ozkan-Ozen, Y. D., & Kazancoglu, Y. (2022). Analysing workforce development challenges in the Industry 4.0. International Journal of Manpower, 43(2), 310–333.

Puig, B., Blanco-Anaya, P., & Pérez-Maceira, J. J. (2021). “Fake news” or real science? Critical thinking to assess information on COVID-19. Frontiers in Education, 6, 646909.

Ratey, J. J. (2008). Spark: The revolutionary new science of exercise and the brain. Little, Brown Spark.

Sigmundsson, H., Dybendal, B. H., & Grassini, S. (2022). Motion, relation, and passion in brain physiological and cognitive aging. Brain Sciences, 12(9), 1122.

Spinoza, B. (2024). ETHICS: Spinoza. Lebooks Editora.

Sulzer, M. A. (2018). (Re) conceptualizing digital literacies before and after the election of Trump. English Teaching: Practice & Critique, 17(2), 58–71.

Thoreau, H. D. (2015). Walden, or Life in the Woods.

Van Deursen, A., & Van Dijk, J. (2011). Internet skills and the digital divide. New Media & Society, 13(6), 893–911. https://doi.org/10.1177/1461444810386774

Yousef, A. M. F., Alshamy, A., Tlili, A., & Metwally, A. H. S. (2025). Demystifying the new dilemma of brain rot in the digital era: A review. Brain Sciences, 15(3), 283. https://doi.org/10.3390/brainsci15030283.

Downloads

Published

2026-04-01