[kmaitreys]

Why and how do you think it applies to broader domains?

Children learning in schools should not become product managers. If they are, what exactly is the "product" that they are "managing"? Reducing everything to and looking everything from a corporate viewpoint is bizarre.

[MillionOClock]

I'm not saying this should be every single domain. This isn't about products or management, instead I would frame it like this: I notice that multiple cases where we are worried about the impact of AI are basically just about the replacement of certain activities that some humans already aren't doing in today's society. If we are worried we will be less good at doing job X once we don't do job X anymore, why are we not worried about people who never did job X in the first place? If we are worried about people not doing jobs anymore, why are not worried for the human development of people wealthy enough not to work anymore for the rest of their days? I would not assume someone who won the lottery is going to have their life become uninteresting or see some cognitive decline. It could probably happen, but you can also see a path where the person just chooses to do the activities they always wanted to do, where they keep learning and exploring without the burden of usual life constraints. People already play chess when machines have beaten us for decades, just because they enjoy it.

Regarding education I think AI is a huge revolution waiting to happen. Usual courses have become boring? Have future super powerful AI generate per student highly personalized programs, create bespoke video games where succeeding can only happen once the student has validated all the notions you wanted them to validate etc.

[kmaitreys]

>If we are worried we will be less good at doing job X once we don't do job X anymore, why are we not worried about people who never did job X in the first place? If we are worried about people not doing jobs anymore, why are not worried for the human development of people wealthy enough not to work anymore for the rest of their days?

None of this is equivalent to the topic of discussion. The point is that even in a world of division of labour and shared expertise, there is no atrophy in general populace because someone is trying to become expert in something. The whole point is that the brain is being put in use to do something. If not in X, then in Y. If none of the alphabets are available, where do you put your brain in use to?

>I would not assume someone who won the lottery is going to have their life become uninteresting or see some cognitive decline. It could probably happen, but you can also see a path where the person just chooses to do the activities they always wanted to do, where they keep learning and exploring without the burden of usual life constraints. People already play chess when machines have beaten us for decades, just because they enjoy it.

Again, please play attention to the main idea of the article linked. Most of cognitive development happens in the early formative years. Yes, learning itself never stops, but the primary period of it during perhaps the first 25 years of someone's life. You NEED to make mistakes and learn from them during this period. If you are offloading work that your brain was supposed to do here, it's extremely worrying.

>Regarding education I think AI is a huge revolution waiting to happen. Usual courses have become boring? Have future super powerful AI generate per student highly personalized programs, create bespoke video games where succeeding can only happen once the student has validated all the notions you wanted them to validate etc.

I think there is some truth to it, but you need to regulate how much AI can assist a student. It can be a patient teacher but it shouldn't replace their cognitive abilities. That is the whole point.