Lucky Jim is very funny, or so I recall. It has been at least 20 years since I read it. Now that I'm thinking about it, I'm going to read it again!
Lucky Jim, by Kingsley Amis, if that's not too recent to be a classic.
I decided to go into publishing (I publish books, mainly in philosophy though in other areas as well) after finishing grad school and it has been great. You might find this site with some interviews with philosophers who have non-academic careers interesting/helpful: www.philskills.com
I doubt there has been perfect consistency in enforcement / messaging, but overall it seems like both teachers and admins are taking the situation and the bigger picture seriously. But it's an ever evolving scenario, so we'll see how it goes...
Where I live, parents, teachers, and school admins seem to be taking these issues seriously, and doing their best to approach them holistically. I'm not sure what knock on effects you're referring to, but am glad my kids at least don't get phones in school, even if other things aren't ideal.
I guess it seems at least more like "both/and" rather than "either/or" to me, and perhaps you wouldn't disagree.
Classrooms haven't been fully digitized (at least not in many places), many teachers are realizing there are negative effects with at least some of what's been done, and cell phones have negative impacts on learning/socialization. Why isn't this just learning from mistakes?
Right, I guess I wasn't just thinking about effort, but about other aspects of aesthetic value such as contexts of creation, artistic aims and achievements, etc. Formalists cut off such considerations from aesthetic value, but I don't think that such considerations need be signs of confusion.