Comment Re: the solution to "the mental health crisis" (Score 1) 80
Least important material? You weren't a STEM major, were you? I wanna see how physics/chemistry/math 101 is going to be the least important material.
Least important material? You weren't a STEM major, were you? I wanna see how physics/chemistry/math 101 is going to be the least important material.
I expect they are indicating there's no depth / distance data, but I'd still call it a 3D map because it is the inner surface of a sphere. You can't really compare even the relative 2D positions of things on this map correctly without considering an additional spatial dimension.
The problem is that AI has made it very obvious that teachers have not been doing their jobs.
For instance: one history test, one report. Two different responses: "Contrast the political sentiments at the time of the American Revolution with modern day American sentiments and political events." 1 page report.
You could just paste that into chat and get a useable if not undetectable result. The result is obvious. Instead, a curious student could use the tool to pose a more complete question to chat: take into mind more emotional similarities between different political factions, as well as the contrast amongst social classes. It'll help them stand out a bit and it'll be different, and they might learn something.
But, I do note: this would require a curious student. Teachers have all but punished curiosity and a love for education for decades, catering to the dumb ones to keep them engaged instead of punishing them for wanting to be dumb.
That's the dumbest thing I've ever heard.
AI has only accelerated my desire for learning. I can learn so much more (though perhaps not as thoroughly or as deeply, because you don't have to go below the architectural surface as much anymore) now than I could before: much less switching between tabs, copy/pasta'ing, digging for documentation (and reading a lot of things that I don't remember 3 seconds later because I'm looking for something specific).
The same goes for reading about history, or anything else. Curiosity is rewarded rapidly with AI.
No, the biggest problem with education in the schools is the schools and how they teach. They've made it un-interesting and curiosity is generally punished. They have completely destroyed education long before AI was even a question - I'd argue shortly after the Internet became available and approachable for your typical 100-IQ public school teacher, in the late 90s.
One problem with the smartphones in USA is that the Chinese were chased out, so there is significantly less competition now. Huawei devices were as good as Nexus/Pixel but left a decade ago. So we have been stuck with just Apple/Samsung/Pixel.
Another problem with the US market is that most customers don't pay for their smartphones upfront. Instead, they are used to hook up with expensive cellular plan contracts and end up getting their phones for "free" or half price. So nobody is actually shopping for phones with a good price and value.
"3 dimensional thinking and problem solving is something you can learn to be good at"
It really isn't, not to a meaningful degree. You can sharpen cast iron, too, but that doesn't mean you'll have a sharp knife.
Spatial thinking (which is heavily linked to problem solving) is fairly tightly coupled to inborn intellect and early education capability attainment.
This is smart but harder than it needs to be.
Do we have a wrapper available that can let native Zoom launch and only have access to ~/.config/zoom and some USB input devices but not the rest of the machine?
Somehow building a custom MAC profile is expert-level stuff two decades on and not an end user's job.
An on-demand screen sharing permission popup should be achievable.
It's silly that a browser sandbox is better than any native sandbox available.
Perhaps such a tool readily exists and just needs to be mainstreamed into existing distros.
I know there was a Debian project a while back that aimed for all services to pass systemd strict security by default but nobody wanted to do the work.
That's the right mindset but separate from user apps.
There's some interesting stuff going on trying to understand more of the atomic structure beyond the current models.
The math on gluons has worked quite well but for some reason questions like, "OK, but what are gluons?" has been derided as "crank science" in Pergamon Press-gated Academia.
Such a diversion from Science from the beginning of Human history through the 1960's.
Structures like DeLay-Bendebury Fibers and other models of what's going on behind the math are happening outside of Academia where Physics PhD's are discarded and PhysEd BA's are celebrated.
Whichever model comes next will likely happen adjacent to the podcaster sphere and be reduced to useful engineering before Academics take a look at it.
There are plenty of good researchers working in institutions but for fundamental revisions at this point they all seem to need to leave Academia and go out on their own seeking private investment.
Which is fine except that we're all paying for the uninterested remainder. The great advancements that make our lives better always begin in fundamental science generating new models that better describe this reality. We don't get much from a jobs program for Mathematicians playing Physicists and it's very expensive.
It's quite strange that most people find the status quo completely acceptable and are willing to throw another $100B at a higher energy collider but are unwilling to grant base-layer investigations that are nearly free in comparison.
If we believe the former head of Skunkworks they've recruited the best and brightest since the 1970's and had made breakthroughs by the early 90's in at least topological physics. So we get to pay for that but aren't allowed to use it which is intolerable. But it's also understanble in a pre-Internet era where the only feasible choices were String Theory or black projects.
"If there isn't a population problem, why is the government putting cancer in the cigarettes?" -- the elder Steptoe, c. 1970