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Can confirm via my own anecdotal data and experiences, for whatever they're worth. Elder Millennial for context. * Up until NCLB, classes were focused more on theory than rote memorization with some notable exceptions. However, the further along I got in schooling/as NCLB approached, the more work shifted towards objective measures of knowledge rather than demonstrable understanding of theories, processes, and problem solving. By the time I was integrated into High School, most classes were graded by objective measures rather than theory - English and Social Studies were graded identically to Math and Science. The focus wasn't on the content of Shakespeare or Dante's Inferno, nor on the geopolitics of The Opium Wars or the history of European Empires; it was dates, people, how the verse was written, marking syllables, etc. * I got lucky that my gifted status meant I spent time at a local university in grade and middle school at a special campus part of the week. That school taught me some of my most valuable lessons that continue to pay dividends in practical life: how to think critically (a semester learning game strategies with a final exam deducing whodunnit in the movie 'Clue'), appreciating the similarities and unique differences in biological life (basically a deep-dive on animals, insects, and biology half a decade before HS Biology covered the same stuff at a shallower depth), understanding the underlying physics of planetary forces (plate tectonics, volcanism, fault lines, meteorology, etc), music and art appreciation regardless of ability to understand the underlying speech (lots of VHS musicals, arts and crafts, and self-expression), and ample time understanding how computers worked - including building my first programs and coding my first website. None of my "non-gifted" classmates received remotely similar quality of education, focusing instead on rote memorization instead of abstract problem solving. * The day NCLB was signed, I remember my World History teacher flipping his desk in the classroom. "You lot better pay attention because you're the last class who will ever get this good an education ever again." He spent the remainder of the semester trying to teach World History through his preferred lens of underlying causes, political movements, outcomes, and next-order effects rather than dates and places, with ample essay questions on exams to force you to think critically on what you learned and make arguments for/against something he posited. Subsequent classes were exclusively date-person-place tests for the sake of standardized testing and measurable outcomes. So when I see people defaulting to AI in a world where measurable outcomes are the only things that matter (grades, KPIs, 'number-go-up'), I can't entirely fault them. I've spent enough time in this system to know my way of thinking is entirely contrary to the incentives at play, and a threat to those who benefit from it. Were I more flexible in my ethics or thinking, I'd do the same to benefit myself. Except I continue to see growing fatigue of folks who have to deal with this slop on a regular basis. Employers have already pivoted away from AI in interviews and job postings, at least in my IT purview, because the output doesn't justify the lost opportunities of hiring quality talent with critical thinking skills to solve unique problems; they're tired of "BuT cOpIlOt SaId" in meetings as justification for any given thing, and even more exasperated that leadership seems to trust the chatbot when it's wrong more than any employee who is right. Do I think that attitude will win out in the long run? Not really, no, because the underlying incentives make reliance on AI in lieu of personal/critical thought a better prospect than trying to forge your own identity and path forward. At least for the foreseeable future, those who blindly trust the bot will be rewarded even when they're wrong, while those of us who use it as an untrustworthy peer (or not at all) will be punished for not surrendering ourselves to its output. |