Fake AI Students

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“By the end of the first two weeks of the semester, Smith had whittled down the 104 students enrolled in her classes, including those on the waitlist, to just 15. The rest, she’d concluded, were fake students, often referred to as bots. ‘It’s a surreal experience and it’s just heartbreaking,’ Smith said. ‘I’m not teaching, I’m playing a cop now.’” - Voice of San Diego

Diversity’s connection to Creativity

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When people are exposed to a more diverse group of people, their brains are forced to process complex and unexpected information. The more people do this, the better they become at producing complex and unexpected information themselves. This trains us to look more readily look beyond the obvious - precisely the hallmark of creative thinking. 

Researchers have also found that creating and enjoying the arts can help us see things from a new perspective, by putting ourselves in a character's shoes. They can also create a feeling of connectedness and general kindness.

Opening ourselves to new experiences can seem hard to do, but it can help us cross divides and nurture new and inclusive friendships.

Julie Van de Vyver & Richard Crisp writing in BBC News 

Figuring out the Flip Side

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Artists should engage in debates about AI, not about how to stop this – that's folly – but about how to figure out the right monetization mechanism for this new world. Just as Google created a new economy based around the notion of links and clicks, paid for by new forms of advertising, these AI tools are already creating a new economy around creation and information and delegation (and likely every other “ion”, eventually).

People are increasingly paying for such newfangled tools and services, which is great, as that probably wouldn’t have been the case 20 years ago, when the rails weren’t yet in place. Now to figure out the flip side: how to get people paid for helping to power such things. – MG Siegler writing in Spyglass

12 Things People are Trying to Get AI to Do

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Emotional Support Punctuation

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“The em dash is such a powerful writing tool that also carries great subtlety to it,” said Aileen Gallagher, a journalism professor at Syracuse University. “The idea that it is an indicator of soulless, dead AI-generated writing is really upsetting to me. Moniza Hossain, a children’s author based in Britain, called the em dash her “emotional support punctuation mark.” -Washington Post

What’s our job?

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Last year, I sat in a faculty meeting while a guest lecturer gleefully explained how they had used AI to design their class, craft PowerPoint presentations, and develop exams. At the end of the presentation, a colleague leaned over and asked, “Then what’s our job?” I have thought long and hard about that question. If faculty hope to survive, much less prosper, in the age of AI, they need to come up with a compelling answer to that question: “What’s our job?” -Scott Latham writing in the Chronicle of Higher Ed

Driving in a Snowstorm to see a Game

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Two avid sports fans plan to travel 40 miles to see a basketball game. One of them paid for his ticket: the other was on his way to purchase a ticket when he got one free from a friend. A blizzard is announced for the night of the game. Which of the two ticket holders is more likely to brave the blizzard to see the game?

The answer is immediate: we know that the fan who paid for his ticket is more likely to drive. Mental accounting provides the explanation. We assume that both fans set up an account for the game they hoped to see. Missing the game will close the accounts with a negative balance. Regardless of how they came by their ticket, both will be disappointed – but the closing balance is distinctly more negative for the one who bought a ticket and is now out of pocket as well as deprived of the game. Because staying home is worse for this individual, he is more motivated to see the game and therefore more likely to make the attempt to drive into a blizzard.

The emotions that people attach to the state of their mental accounts are not acknowledged in standard economic theory. An Econ would realize that the ticket has already been paid for and cannot be returned. Its cost is “sunk” and the Econ would not care whether he had bought the ticket to the game or got it from a friend (if Econs have friends). To implement this rational behavior, (the fan) would have to be aware of the counterfactual possibility. “Would I still drive into this snowstorm if I had gotten the ticket free from a friend?” It takes an active disciplined mind to raise such a difficult question.

Thinking, Fast and Slow, Daniel Kahneman

Loving the Real Person

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Christ did not, like a moralist, love a theory of good, but he loved the real man. He was not, like a philosopher, interested in the universally valid, but rather in that which is of help to the real and concrete human being. What worried him was not, like Kant, whether the "maxim of an action can become a principle of general legislation," but whether my action is at this moment helping my neighbor to become a man before God.

Dietrich Bonhoeffer, Ethics

AI Attending Class

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Two students in Austria created a program that is attending classes and is treated like any other student. It attends lectures, turns in artwork for assignments, collaborates with classmates and will receive grades on submitted work. ‘Flynn’ is testing the boundaries of artificial intelligence tools, and could, in theory, progress toward a diploma.” - Washington Post

AI in the Next Decade

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“Over the course of the next 10 years, AI-powered institutions will rise in the rankings. US News & World Report will factor a college’s AI capabilities into its calculations. Accrediting agencies will assess the degree of AI integration into pedagogy, research, and student life. Corporations will want to partner with universities that have demonstrated AI prowess. In short, we will see the emergence of the AI haves and have-nots. Prepare for an ever-widening chasm between resource-rich, technologically advanced colleges and those that are cash-starved and slow to adapt to the age of AI.” - Chronicle of Higher Ed

The Lesson of Disenchantment

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The lesson of disenchantment begins with the discovery that if you want to change – really to change, and not just to switch positions – you must realize that some significant part of your old reality was in your head, not out there. The flawless parent, the noble leader, the perfect wife, and the utterly trustworthy friend are an inner cast of characters looking for actors to play the parts. One person is on the lookout for someone older and wiser, and another is seeking an admiring follower. And when they find each other they fit like the interlocking pieces of a puzzle.

Or almost. Actually, the misfit is greater than either person knows, or even wants to know. The thing that keeps this misperception in place is an “enchantment,” a spell cast by the past on the present. Most of the time, these enchantments work fairly well, but at life’s turning points they break down. Almost inevitably, we feel cheated at such times, as though someone were trying to trick us. But usually the earlier enchanted view was as “real” as we could manage a the time. It corresponded to a self-image and a situation and it could not change without affecting ourselves and others.

William Bridges, Transitions