15 Articles about the Business of Running an AI

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I must be unlovable

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The child who is not loved by his parents will always assume himself or herself to be unlovable rather than see the parents as deficient in their capacity to love. Or early adolescents who are not successful at dating or at sports will see themselves as seriously deficient human beings rather than the late or even average but perfectly adequate bloomers they usually are. It is only through a vast amount of experience and a length and successful maturation that we gain the capacity to see the world and our place in it realistically, and thus are enabled to realistically assess our responsibility for ourselves and the world.

M Scott Peck
The Road Less Traveled

Perplexity Search

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“A start-up called Perplexity shows what’s possible for a search engine built from scratch with artificial intelligence. Perplexity doesn’t give you back a list of links. Instead, it scours the web for you and uses AI to write a summary of what it finds. One impressive Perplexity feature is ‘Copilot,’ which helps a user narrow down a query by asking clarifying questions. Perplexity also allows users to search within a specific set of sources, such as academic papers, YouTube videos or Reddit posts.”  http://tinyurl.com/y38eszvd

Time to Recharge

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A century ago, economists believed that you could predict how poor someone was by how much he or she worked. The whole point of earning wealth, they argued, was that it afforded you less toil and more downtime. But somewhere in the annals of America’s workaholic culture, putting in inhuman hours at your job became a status symbol, especially for the elite. 

You could argue these executives are doing what they love, and that meaningful work provides a real sense of fulfillment. But all that industriousness probably isn’t making them more creative or productive. Some of history’s most accomplished figures across science, math, and literature—people like Charles Darwin, Henri Poincaré, and Charles Dickens—insisted on working just four or five hours a day. The rest of their mornings and afternoons were filled with long walks and other leisurely pursuits that recharged their mental batteries and gave rise to creative ideas. 

Studies of exceptional performers and athletes reveal similar work/rest patterns, with just a few hours a day of serious, focused effort.  

Carolyn O’Hara writing in The Week Magazine

Additive Thinking

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We should avoid ruminating on what went wrong—“If only I hadn’t done that.” That’s called subtractive thinking. What works is additive thinking. Say you’re playing basketball: Rather than saying to yourself, “Oh, if only I’d made that shot,” think, “I have another strategy I didn’t use. Next time I’ll drive to the hole and then I can shoot or dish it.” If you think about things that didn’t happen that you’d like to do next time, you can prime your brain for better performance after a failure.

Po Bronson quoted in Wired magazine

Setbacks: Failure or a Sign of Learning?

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A decade long study published in Harvard Business Review set out to identify the specific attributes that differentiate high-performing CEOs. The researchers found:

CEOs who considered setbacks to be failures had 50% less chance of thriving. Successful CEOs, on the other hand, would offer unabashedly matter-of-fact accounts of where and why they had come up short and give specific examples of how they tweaked their approach to do better next time. Similarly, aspiring CEOs who demonstrated this kind of attitude (what Stanford’s Carol Dweck calls a “growth mindset”) were more likely to make it to the top of the pyramid: Nearly 90% of the strong CEO candidates we reviewed scored high on dealing with setbacks.

Read more about the CEO Genome Project in the Harvard Business Review

Why praising people for their intelligence can hurt them

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Dr. Carol Dweck gave every child a test that consisted of fairly easy puzzles. Afterward the  researcher informed all the children of their scores, adding a single six-word sentence of praise. Half the kids were praised for their intelligence (“You must be smart at this”) and half were praised for their effort (“You must have worked really hard”).

The kids were tested a second time but this time they were offered a choice between the harder test and an easier test. Ninety percent of the kids who’d been praised for their effort choice the harder test. A majority of the kids who’d been praised for the intelligence, on the other hand, chose the easy test. Why? “When we praise children for their intelligence.” Dweck wrote, “we tell them that that's the name of the game: look smart, don't risk making mistakes.”

The third level of tests was uniformly harder; none of the kids did well. However, the two groups of kids--the praised-for-effort group and the praised-for-intelligence group--responding very differently to the situation. “(The effort group) dug in and grew very involved with the test, trying solutions, testing strategies,” Dweck said. “They later said they liked it. But the group praised for its intelligence hated the harder test. They took it as proof they weren’t smart.

Daniel Coyle, The Talent Code

15 Quotes about Teaching & AI

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While it’s not necessary in every discipline, there are certain ones — like computer science or writing — where colleges will need to prepare their students for a future with AI in it. Chronicle of Higher Ed 

The advice that I gave to faculty was that you need to be trying this out. You need to at least be conversant in what your students are able to do, and think about your assignments and what this tool enables. What policies or what guidance are you gonna give students in terms of whether they are allowed to use it? In what way would you be allowed to use it? MIT Tech Review

There’s more of a danger in not teaching students how to use AI. If they’re not being taught under the mentorship of scholars and experts, they may be using it in ways that are either inappropriate or not factual or unethical. Chronicle of Higher Ed 

I am no less human because I received help in thinking about things. All AI is, when understood, is a little help, a guide on the road to insight. I hope we continue to teach our students, using all tools available, and not deter them from the pursuit of knowledge and experience. Washington Post

If you’re teaching, you need to realize that the world has AI now. And so students need to be prepared for a world where this is going to be integrated in industries in different ways. MIT Tech Review

Learning how to engineer prompts is likely to be a transitional skill. Soon more sophisticated programs with specialized uses will be on the market. Faculty members would be better off focusing less on prompt engineering and more on determining the problems they would like to solve. Chronicle of Higher Ed

Bruno Ribeiro, an associate professor of computer science at Purdue, gives students unique coding problems that seem simple on the surface but have slight variations that often trip AI up. He then has students identify where the program went wrong and fix the code. Chronicle of Higher Ed

Students can, for instance, analyze a conversation with ChatGPT as an assignment and identify signs of fabrication, biases, inaccuracies, or shallow reasoning. Or faculty members can have students use AI to write a first draft of an essay and show what they might change. Or instructors could include AI as a contributor to group discussions. Chronicle of Higher Ed

Some professors think we should carry on as before, assigning take-home essays but writing ever-more-artful questions that GPT-4 or some other form of AI can’t answer. I’m dubious whether that can be done. Even if it could, I’m not interested in making my questions elusive enough to outsmart a machine. At a certain point, it risks demanding too much of the students: expecting a superhuman effort on their part, just for the sake of proving their humanity. Chronicle of Higher Ed

Something has gone very wrong when the advent of a machine that can produce merely competent essays is causing intelligent and committed educators to give up on assigning substantial student papers, which, as Robin acknowledges, are central to the educational enterprise as we have long conceived it. Chronicle of Higher Ed

A survey of students in grades 6-12, released by the nonpartisan think tank Center for Democracy & Technology, found that students with special needs are more likely than their peers to use generative AI and be disciplined for doing so. Center for Democracy & Technology

Some professors think that it’s the pressure and “high stakes” of our grading and assessment regimes that produce those feelings of discomfort in our students. I think it’s intrinsic to the work, if you’re doing it right. Our goal shouldn’t be to eliminate this discomfort. We need to teach students that it’s part of the process, and develop strategies for coping with it. Chronicle of Higher Ed 

Bridging the gap, and easing fears, will lie in getting educators acquainted with AI — a training need underscored by the fact that 96 percent of the 1,000 educators said they have not received professional development on the topic. Schools have recognized these needs, although training of generative AI specifically is still nascent. EdSerge

As teachers grapple with these big questions about what AI means for their profession, they need to have access to frequent training about it. “You need to give teachers time to experiment with it, and preferably learn in small cohorts, where they can share what they’re discovering.” EdSurge

Like a dishwasher or a vacuum cleaner, ChatGPT automates drudgery so we can focus on something more important. The promise of AI is, that by freeing us from the values of mere competence, we can focus more intentionally on cultivating distinctively human values. Chronicle of Higher Ed 

11 Recent Articles about the Dangers of AI

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Embracing Rituals

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Rituals help people transition through what would otherwise be a tumultuous period of their lives. And they let people savor the milestone they have just reached.

Creating stability at times of chaos: Though people associate events like graduations and weddings with joy, these moments also represent chaotic, potentially frightening life transitions. A wedding brings together two people to start a new, interdependent life. Graduation marks leaving the familiar world of school for the unknown world of work and grown-up responsibilities. Funerals and birthdays are two more examples.

In all four cases, there is a before and an after, as people leave their old world and enter into a new, uncertain one — and those transitions can breed anxiety.

It's easy to think that rituals like weddings are pointless and overdone. But that big cake, sparkling white dress or bouquet toss are helping us move through life in a positive and healthy way. There's no need to apologize for embracing it.

Emily Esfahani Smith writing in Mic

16 Recent Articles about AI & Politics

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Embracing the Life forced upon You

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From the beginning you are in the victim of circumstances. You're born, kicking and screaming, into an unknown family. As a child, you soak up influences that mold your mind in certain ways. When you finally get a driver’s license and move out of the house, you think, you’re free—but you marry someone who looks like your mother and drinks like your father. By the time you figure out who you are or what you want, a life has already been forced upon you. But it’s never too late to change. Although you can’t begin again from scratch, you can make a splendid ragout from the mishmash of damaged goods in your cupboard.

I choose how to live a life I didn’t choose.

Andrew Boyd, Daily Afflications