In an age of continual technological advancement, user-friendly software, and consumer demand for the latest upgraded gadget, the ethical and moral discoveries derived from a careful reading of any fictional literature by college students is struggling in the American college classroom. Easy-access information systems, coinciding with the application of some excellent study strategies--such as topic sentence, points of evidence, etc.--have produced students who not only do not enjoy the process and the adventure of reading a story, but disconnect from the possibility of their own vicarious experience by over-utilizing the methodical breakdown of the components; therefore, reducing the "process of story or epic" to one of isolated facts to be memorized in a hurry-up world: individuated components of a scientific formula. While the upper-echelon of modern science might enjoy the heady intellectual gymnastics of creating merged intelligence, as discussed in Ray Kurzweil's "The Singularity is Near: When Humans Transcend Biology," the non-reading college students as user-consumers continue to be unable to construct their own knowledge into applicable and meaningful forms of thinking. These forms include the critical thinking skills for ethical and moral thought for which individual immersion into literature allows--the test case of the imagination. The current trend toward utilitarian reading can be reversed through a concentrated and highly structured workshop approach that simultaneously demands personal responses to literature and creative expression by the student, so as to foster an appreciation of the telling of the human story. The arts and sciences, through a well-read population, should work together; otherwise, future moral and ethical decisions will be made upon the premise of expediency and the validity of performance, without the human-defining traits as embodied in the archetypal literatures of past and current cultures.