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I Quit Teaching Because of ChatGPT

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Re: I Quit Teaching Because of ChatGPT

#51
post #6
post #2

As long as LLM companies can hang on for another 15 years or so, there will be an entire generation of humans who will be as utterly incapable of living without LLMs in the same way that most people in developed countries are incapable of growing their own food. Intellectual lock-in will be their moat.

This is terrifying. Our ability to think has been our biggest differentiator as a species. LLMs threaten this, and I'll die on that hill.

I’ll share my experience and the experience of my kids so far.

Aside from blindly copying and pasting a response, in which case the learner wasn’t interested in learning and probably would have plagiarized from somewhere else anyway, I have found LLM to be an incredible, endlessly patient teacher that I’m never afraid to ask a question of.

My kids who are in the tween and teenage years, are incredibly skeptical and dismissive of AI. They regard AI art as taking away creative initiative from artists and treat LLM similar to the way we treated Google growing up, if they use them at all. It’s a tool which can be helpful for answering questions that is part of the landscape of their knowledge building.

That knowledge acquisition includes school, YouTube and other short videos, their peers (online and off) Internet searches, and asking AI. Generally, I regard asking AI as one of the least problematic sources of info in that environment.

While I tend to be optimistic as a default, I truly do think that the ability to become less ignorant by asking questions is a net positive for humanity.

The only thing I truly lean on AI for right now is as an editor, helping me turn my detailed bullet points into decently crafted prose, and for generating clear and concise transcripts and takeaways from long meetings. To me that doesn’t seem like the downfall of human knowledge.

Re: I Quit Teaching Because of ChatGPT

#52
post #25

[flagged]

With this progress, what will be the point of being in any upper percentile at all? Everyone will be in it if they have access to the LLM wizard. We're outsourcing our sovereignty to a machine blob in a black box, the blob will do the thinking for all of those children. edit: for the authoritarian tyrants that they are (mass reflexive downvotes) Your response is to rely on opaque knowledge agents produced by the larg…

>what will be the point of being in any upper percentile at all

Not the OP, but throughout human history, being in the upper percentile for intelligence has been an advantage. The safe bet is that LLMs won't change that.

>opaque knowledge agents

By definition this true for every knowledge agent in history. If Person A is ignorant and Person B offers to teach them, there is always (by definition) an asymmetry. Aristotle was an opaque knowledge agent to Alexander.

Re: I Quit Teaching Because of ChatGPT

#53
I imagine it's difficult to be a good teacher and find effective ways to encourage students to rigorously think about things they care about in spite of the discomfort it might cause.

I also believe increasingly capable and sophisticated AI systems will play a formative role in transforming education, not as the current chatbots that are disrupting education as mentioned in the article, but as active participants in the reimagined classrooms of the future. The transition will probably be rough, but it has the potential to bring about a better future and more fruitful learning and writing.

Re: I Quit Teaching Because of ChatGPT

#54
post #6
post #2

As long as LLM companies can hang on for another 15 years or so, there will be an entire generation of humans who will be as utterly incapable of living without LLMs in the same way that most people in developed countries are incapable of growing their own food. Intellectual lock-in will be their moat.

This is terrifying. Our ability to think has been our biggest differentiator as a species. LLMs threaten this, and I'll die on that hill.

> [Writing] will create forgetfulness in the learners’ souls, because they will not use their memories; they will trust to the external written characters and not remember of themselves. The specific which you have discovered is an aid not to memory, but to reminiscence, and you give your disciples not truth, but only the semblance of truth; they will be hearers of many things and will have learned nothing; they will appear to be omniscient and will generally know nothing; they will be tiresome company, having the show of wisdom without the reality.

- Socrates (written down by Plato)

Re: I Quit Teaching Because of ChatGPT

#55
post #24

Earlier quoted context omitted.

I don't really see that as a bad thing. Einstein famously didn't memorize phone numbers because you could look it up in book. Quick external lookups are a huge productivity boost since you don't have to spend all the time memorizing something.

This is true to a point. You can get huge performance gains using L1 cache rather than accessing network storage.

I like your analogy. I agree. This doesn't fit all cases, and it really depends on how often and how long it takes you to look something up.

Memorizing directions though? Nah. Takes a while to memorize and is quick to lookup and not used frequently.

Knowing basic syntax for a programming language? That needs to be in RAM.

Re: I Quit Teaching Because of ChatGPT

#56
post #13

I wonder what can be done. It's terrifying to realize how dependent students are going to become on these tools. Too many people are just not willing to live with the discomfort that comes with learning something difficult, when the alternative is so readily accessible. Short term gain over long term gain, exemplified.

I'm starting to think that maybe we need to start failing students again. However brutal and harmful it seems.

And go back to in person examinations. Suck for those with issues with them, but we don't need to limit time too much.

Re: I Quit Teaching Because of ChatGPT

#57
post #46

Earlier quoted context omitted.

I think what is more readily apparent is that younger folks cannot reverse their car without looking at the camera. Older folks still turn around and look.

I wish I had a camera in my Jeep. As I get older it gets harder to just turn around, and new cars have pretty bad sight lines. I think this is just using the tools available to you.

> new cars have pretty bad sight lines

This is really a big part of the reason for them. Newer cars are all aerodynamically contoured and this results in a high rear deck and a shallow angle on the rear window. It's much harder to see behind the car.

I still turn my head and also use the wing mirrors to reverse. It's habit and I find it easier than looking at a screen.

Re: I Quit Teaching Because of ChatGPT

#58
post #6

Earlier quoted context omitted.

This is terrifying. Our ability to think has been our biggest differentiator as a species. LLMs threaten this, and I'll die on that hill.

I think this is overestimating the impact of LLMs. Fact is, even if they are capable of fully replicating and even replacing actual human thought, at best they regurgitate what has come before. They are, effectively, a tutor (as another commentator pointed out). A human still needs to consume their output and act on it intelligently. We already do this, except with other tools/mechanisms (i.e. other humans). Nothing…

>at best they regurgitate what has come before

I keep seeing this repeated, but it seems people either take it as being self evident or have a false assumption about how transformers work.

Re: I Quit Teaching Because of ChatGPT

#59
post #3

Earlier quoted context omitted.

You can already see it in people who cannot navigate their automobile without google maps or some equivalent.

I think what is more readily apparent is that younger folks cannot reverse their car without looking at the camera. Older folks still turn around and look.

What is this based off of? Most young people (who have a car) have an old car, without backup cameras.

Re: I Quit Teaching Because of ChatGPT

#60
> With the easy temptation of AI, many—possibly most—of my students were no longer willing to push through discomfort.

There's been an important shift in education in the last 20 years: a push for lessons to be short, entertaining and unchallenging. When students struggle with tasks, in many cases they are just told not to do them.

LLMs are the next wave of this shift - what could be awesome tools for research and writing will become a crutch. It's not so much an issue with LLMs as it is a shunning of any discomfort while learning in favour of amusement and enjoyment.

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