Artificial intelligence and reality of life
by Dr D. Chandraratna
Ever since President Ranil Wickremesinghe announced his desire to use Artificial intelligence (AI) to develop all sectors, from banking to agriculture, in Sri Lanka several correspondents have enthusiastically endorsed those sentiments in the print media. There is no gainsaying that technology has already made huge inroads into our lives, the latest paradigm adopted and articulated by the developed countries is thrust upon all mankind as the harbinger of a beautiful new world. Just as in an earlier time when the liberative potential of science created an understandable anguish about its misuse, similar forebodings are felt about the future curated by the super machines. Though unlike in the earlier debates where the misuse was calculated in terms of unlikely human catastrophes the current anguish is more about its ever -present transformative potential of the human world.
Most of the developed countries in the Western world, and Australia have launched statutory guidelines in the ethical use of AI. The Chat GPT, it has been cautioned in some quarters, poses such a risk to humanity that it must be subject to stringent regulation as nuclear power. Open AI founder Sam Altman has said that within a decade AI system would be capable of exceeding human expert skill levels in every domain. Given its possibility to be powerful than all other technologies experts predict that AI poses an existential risk like nuclear energy and synthetic biology. Silicon Valley experts are talking the need for a global regulatory body like the international Atomic Energy Agency (IAEA).
In the field of education, it risks accuracy and reliability of knowledge, the sources of information, academic integrity, student learning capabilities ending up with a humanity’s self-perception. Six months after Open AI launched ChatGPT, Australian University teachers have stated that they are unable to prove students who cheat with AI because still there is no regulatory body. At a conference held in Sydney last week Senior academics have railed against AI as ‘a tool in education’ because of ethical concerns, built in biases, fake knowledge and hate speech. AI is also generating enormous wealth through education in the hands of a few white male billionaires who are living off surplus value created mostly by brown and black workers.
One Deakin University academic has said it is only a data exchange service and an academic from Macquarie University said that ChatGPT app could easily be used by weak students to obtain enough marks to pass examination. Teachers may have to use open assessments and other examination methods to evaluate students. Students may be tempted to undermine their own desire to acquire knowledge in preference to the attraction of credentials to further their career prospects. Given the fact there is in the developed world a phenomenon of ‘degree inflation’ the quality and value of higher education will diminish. If cheating with the help of AI increases one’s chances of gaining the credentials thereby reducing the lure of understanding many students will not scruple to do so.
It is also the case that AI has the potential to make many employment opportunities ‘surplus to requirements’ in the knowledge economy for AI is efficient and cost cutting. Data analytic employment in multiple industry sectors will vanish overnight. Because of the fears of ChatGPT share prices of many education organisations have plummeted overnight. With the announcement of the ChatGPT, US company Chegg, which produces homework study guides, lost heavily on the stock market with more than half its workforce facing retrenchment.
There are other dangers. The value of education as character building, knowing yourself, examining one’s life, becoming wise, which are the wider objectives of education lose their appeal. Education is reduced to a process of credentialising to make us employable. AI is driven by a few mega corporations whose commercial motives are not aligned with the wider purposes of education beyond the why and the how. Education in the AI era will be concentrating on skills for employability. It can change the current paradigm of education. AI has the potential to cultivate a narcissistic and misguided anti-intellectualism which can shut out reasoned debate on public issues.
This existential threat to our sense of personal autonomy and human agency cannot be ignored. We must legislate to protect those aspects of humanity that are exclusively human and vitally important to the functioning of democratic communities. We should be alert to the fact that AI cannot replace nuance. It is soulless, cannot feel pain or loss, has no heart and no intuition. AI like all replacements to the original will disappoint us at the crucial hour for it cannot replace years of experience, innate ability, and intuitive wisdom.
