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Both the resignation of Google AI researcher Geoffrey Hinton and Pope Francis' recent address on technology highlight concerns about unrestricted technological development and the urgent need for informed discourse on the potential of AI to reshape communication, governance, and self-understanding.
Does ChatGPT have a place in the classroom? Educators worldwide are grappling with this new ubiquitous technology, fearing not only that it will facilitate cheating, but may create an over-dependence leading to cognitive decline. But the same was once said about writing.
As the AI revolution begins, the question publishers must consider is how to integrate AI as a tool that enhances human skills and wisdom without replacing them. Ultimately, the goal should be to make our contribution to society more human, not less.
At the root of questions around ChatGPT are issues of authenticity and creativity. It has the capacity to call the bluff on a society which is increasingly inclined to trade pre-digested ‘messaging’ and call it a conversation. Outsourcing self-expression to a computer forces you to ask yourself what makes a human being. Where does the machine end and where do I begin?
With the launch of ChatGPT, my initial amazement quickly gave way to unease and a sense that something essential could be about to be lost. We will need help to navigate such complexity and considering what is essential to our human nature would be an important place to start.