Robotics Education Quotes

Drop out of school before your mind rots from exposure to our mediocre educational system. Forget about the Senior Prom and go to the library and educate yourself if you've got any guts. Some of you like Pep rallies and plastic robots who tell you what to read.

Cognitive robotics can integrate information from pre-operation medical records with real-time operating metrics to guide and enhance the precision of physicians’ instruments. By processing data from genuine surgical experiences, they’re able to provide new and improved insights and techniques. These kinds of improvements can improve patient outcomes and boost trust in AI throughout the surgery. Robotics can lead to a 21% reduction in length of stay.

In a properly automated and educated world, then, machines may prove to be the true humanizing influence. It may be that machines will do the work that makes life possible and that human beings will do all the other things that make life pleasant and worthwhile

Learning should take place when it is needed, when the learner is interested, not according to some arbitrary, fixed schedule

For my part, I think we need more emotion, not less. But I think, too, that we need to educate people in how to feel. Emotionalism is not the same as emotion. We cannot cut out emotion - in the economy of the human body, it is the limbic, not the neural, highway that takes precedence. We are not robots...but we act as though all our problems would be solved if only we had no emotions to cloud our judgement.

If someone can change your mind, he has won you over without raising his hand against you. This is the future of warfare.

What kind of books does Ms. Amelia collect?” “Oh, entirely pornography,” Mosscap said. “It was very educational.

If you aren't destroying your enemies, it's because you have been conquered and assimilated, you do not even have an idea of who your enemies are. You have been brainwashed into believing you are your own enemy, and you are set against yourself. The enemy is laughing at you as you tear yourself to pieces. That is the most effective warfare an enemy can launch on his foes: confounding them.

Robots are important also. If I don my pure-scientist hat, I would say just send robots; I'll stay down here and get the data. But nobody's ever given a parade for a robot. Nobody's ever named a high school after a robot. So when I don my public-educator hat, I have to recognize the elements of exploration that excite people. It's not only the discoveries and the beautiful photos that come down from the heavens; it's the vicarious participation in discovery itself.

Beware of "don'ts", "thou shalt" and the like. These are signals of programming attempts at your brain.

You can spread an ideology only by bombs. Either by real bombs or love bombs (manipulation).

The worst feature of the Common Core is its anti-humanistic, utilitarian approach to education. It mistakes what a child is and what a human being is for. That is why it has no use for poetry, and why it boils the study of literature down to the scrambling up of some marketable "skill" [...] you don't read good books to learn about what literary artists do...you learn about literary art so that you can read more good books and learn more from them. It is as if Thomas Gradgrind had gotten hold of the humanities and turned them into factory robotics.

acquiring more education and skills will not necessarily offer effective protection against job automation

I don't care how high my shrink increases my Lexapro dosage - I WANT TO BE A ROBOT THAT HELPS WOLVES HAVE SEX. Otherwise my parents threw away the money they spent on my college education.

One might also ask why we should develop energy-intensive robots to work in one of the few areas—care for children or elderly people—in which people with little education can find employment.

Will robot teachers replace human teachers? No, but they can complement them. Moreover, the could be sufficient in situations where there is no alternative––to enable learning while traveling, or while in remote locations, or when one wishes to study a topic for which there is not easy access to teachers. Robot teachers will help make lifelong learning a practicality. They can make it possible to learn no matter where one is in the world, no matter the time of day. Learning should take place when it is needed, when the learner is interested, not according to some arbitrary, fixed schedule

a great many college-educated, white-collar workers are going to discover that their jobs, too, are squarely in the sights as software automation and predictive algorithms advance rapidly in capability.

As of 2013, a typical production or nonsupervisory worker earned about 13 percent less than in 1973 (after adjusting for inflation), even as productivity rose by 107 percent and the costs of big-ticket items like housing, education, and health care have soared.1

The second most frequently asked question is, “What can we learn of moral value from the ants?” Here again I will answer definitively. Nothing. Nothing at all can be learned from ants that our species should even consider imitating. For one thing, all working ants are female. Males are bred and appear in the nest only once a year, and then only briefly. They are unappealing, pitiful creatures with wings, huge eyes, small brain, and genitalia that make up a large portion of their rear body segment. They do no work while in the nest and have only one function in life: to inseminate the virgin queens during the nuptial season when all fly out to mate. They are built for their one superorganismic role only: robot flying sexual missiles. Upon mating or doing their best to mate (it is often a big fight for a male just to get to a virgin queen), they are not admitted back home, but instead are programmed to die within hours, usually as victims of predators. Now for the moral lesson: although like almost all well-educated Americans I am a devoted promoter of gender equality, I consider sex practiced the ant way a bit extreme.

Shorn of unattractive language about "robots" who will be producing taxes and not burglarizing homes, the general idea that schools in ghettoized communities must settle for a different set of goals than schools that serve the children of the middle class and upper middle class has been accepted widely. And much of the rhetoric of "rigor" and "high standards" that we hear so frequently, no matter how egalitarian in spirit it may sound to some, is fatally belied by practices that vulgarize the intellects of children and take from their education far too many of the opportunities for cultural and critical reflectiveness without which citizens become receptacles for other people's ideologies and ways of looking at the world but lack the independent spirits to create their own.

The African Robotics Network (AFRON) offers a good model. A community of individuals and institutions, AFRON hosts events and projects to boost robotics-related education, research, and industry on the continent. Through initiatives like its 10 Dollar Robot Challenge, AFRON encourages the development of extremely low-cost robotics education.

Turn one school from a robot factory into a cradle of heroes, and the very face of education on earth will change.

The unfortunate reality is that a great many people will do everything right—at least in terms of pursuing higher education and acquiring skills—and yet will still fail to find a solid foothold in the new economy.

In the nearly half-century since then, belief in the promise of education as the universal solution to unemployment and poverty has evolved hardly at all. The machines, however, have changed a great deal. Diminishing

At Newsweek, I get paid to meet amazing people and write about subjects that fascinate me: fusion energy, education reform, supercomputing, artificial intelligence, robotics, the rising competitiveness of China, the global threat of state-sponsored hacking.

While lower-skill occupations will no doubt continue to be affected, a great many college-educated, white-collar workers are going to discover that their jobs, too, are squarely in the sights as software automation and predictive algorithms advance rapidly in capability.

Edmond persuasively described a future where technology had become so inexpensive and ubiquitous that it erased the gap between the haves and the have-nots. A future where environmental technologies provided billions of people with drinking water, nutritious food, and access to clean energy. A future where diseases like Edmond’s cancer were eradicated, thanks to genomic medicine. A future where the awesome power of the Internet was finally harnessed for education, even in the most remote corners of the world. A future where assembly-line robotics would free workers from mind-numbing jobs so they could pursue more rewarding fields that would open up in areas not yet imagined. And, above all, a future in which breakthrough technologies began creating such an abundance of humankind’s critical resources that warring over them would no longer be necessary.

These “Singularians” have gone so far as to establish their own educational institution. Singularity University, located in Silicon Valley, offers unaccredited graduate-level programs focused on the study of exponential technology and counts Google, Genentech, Cisco, and Autodesk among its corporate sponsors.

Yet with the rise of AI, robots, and 3-D printers, cheap unskilled labor will become far less important. Instead of manufacturing a shirt in Dhaka and shipping it all the way to the United States, you could buy the shirt’s code online from Amazon and print it in New York. The Zara and Prada stores on Fifth Avenue could be replaced by 3-D printing centers in Brooklyn, and some people might even have a printer at home. Simultaneously, instead of calling customer service in Bangalore to complain about your printer, you could talk with an AI representative in the Google cloud (whose accent and tone of voice would be tailored to your preferences). The newly unemployed workers and call center operators in Dhaka and Bangalore don’t have the education necessary to switch to designing fashionable shirts or writing computer code—so how will they survive?

Many of our friends who grew up here now live in Brooklyn, where they are at work on “book-length narratives.” Another contingent has moved to the Bay Area and made a fortune there. Every year or so, these west-coasters travel back to Michigan and call us up for dinner or drinks, occasions they use to educate us on the inner workings of the tech industry. They refer to the companies they work for in the first person plural, a habit I have yet to acculturate to. Occasionally they lapse into the utopian, speaking of robotics ordinances and brain-computer interfaces and the mystical, labyrinthine channels of capital, conveying it all with the fervency of pioneers on a civilizing mission. Being lectured quickly becomes dull, and so my husband and I, to amuse ourselves, will sometimes play the rube. “So what, exactly, is a venture capitalist?” we’ll say. Or: “Gosh, it sounds like science fiction.” I suppose we could tell them the truth—that nothing they’re proclaiming is news; that the boom and bustle of the coastal cities, like the smoke from those California wildfires, liberally wafts over the rest of the country. But that seems a bit rude. We are, after all, Midwesterners. Here, work is work and money is money, and nobody speaks of these things as though they were spiritual movements or expressions of one’s identity.

Our society is very Prescriptive in it's idea of how people should be, and so is our education The result is - unemotional robots, angry rebels, wounded souls and a defeated mankind. Let's give our children the freedom TO BE. Let our education equip them with : 1. Tools and Focus to understand themselves 2. Ability to accept themselves and others without being judgemental 3. A sense of Right that is guided by their own heart and conscience. May be then, our future generations will learn to truly Love, not just each other , but themselves too. And may be then, we can have a truly Happy World.

The average working week was now twenty hours—but those twenty hours were no sinecure. There was little work left of a routine, mechanical nature. Men’s minds were too valuable to waste on tasks that a few thousand transistors, some photo-electric cells, and a cubic meter of printed circuits could perform. There were factories that ran for weeks without being visited by a single human being. Men were needed for trouble-shooting, for making decisions, for planning new enterprises. The robots did the rest. The existence of so much leisure would have created tremendous problems a century before. Education had overcome most of these, for a well-stocked mind is safe from boredom.

Instead of educating college students for jobs that are about to disappear under the rising tide of technology, twenty-first-century universities should liberate them from outdated career models and give them ownership of their own futures. They should equip them with the literacies and skills they need to thrive in this new economy defined by technology, as well as continue providing them with access to the learning they need to face the challenges of life in a diverse, global environment. Higher education needs a new model and a new orientation away from its dual focus on undergraduate and graduate students. Universities must broaden their reach to become engines for lifelong learning.

A Puritan twist in our nature makes us think that anything good for us must be twice as good if it's hard to swallow. Learning Greek and Latin used to play the role of character builder, since they were considered to be as exhausting and unrewarding as digging a trench in the morning and filling it up in the afternoon. It was what made a man, or a woman -- or more likely a robot -- of you. Now math serves that purpose in many schools: your task is to try to follow rules that make sense, perhaps, to some higher beings; and in the end to accept your failure with humbled pride. As you limp off with your aching mind and bruised soul, you know that nothing in later life will ever be as difficult. What a perverse fate for one of our kind's greatest triumphs! Think how absurd it would be were music treated this way (for math and music are both excursions into sensuous structure): suffer through playing your scales, and when you're an adult you'll never have to listen to music again. And this is mathematics we're talking about, the language in which, Galileo said, the Book of the World is written. This is mathematics, which reaches down into our deepest intuitions and outward toward the nature of the universe -- mathematics, which explains the atoms as well as the stars in their courses, and lets us see into the ways that rivers and arteries branch. For mathematics itself is the study of connections: how things ideally must and, in fact, do sort together -- beyond, around, and within us. It doesn't just help us to balance our checkbooks; it leads us to see the balances hidden in the tumble of events, and the shapes of those quiet symmetries behind the random clatter of things. At the same time, we come to savor it, like music, wholly for itself. Applied or pure, mathematics gives whoever enjoys it a matchless self-confidence, along with a sense of partaking in truths that follow neither from persuasion nor faith but stand foursquare on their own. This is why it appeals to what we will come back to again and again: our **architectural instinct** -- as deep in us as any of our urges.

When I was growing up it was still acceptable—not to me but in social terms—to say that one was not interested in science and did not see the point in bothering with it. This is no longer the case. Let me be clear. I am not promoting the idea that all young people should grow up to be scientists. I do not see that as an ideal situation, as the world needs people with a wide variety of skills. But I am advocating that all young people should be familiar with and confident around scientific subjects, whatever they choose to do. They need to be scientifically literate, and inspired to engage with developments in science and technology in order to learn more. A world where only a tiny super-elite are capable of understanding advanced science and technology and its applications would be, to my mind, a dangerous and limited one. I seriously doubt whether long-range beneficial projects such as cleaning up the oceans or curing diseases in the developing world would be given priority. Worse, we could find that technology is used against us and that we might have no power to stop it. I don’t believe in boundaries, either for what we can do in our personal lives or for what life and intelligence can accomplish in our universe. We stand at a threshold of important discoveries in all areas of science. Without doubt, our world will change enormously in the next fifty years. We will find out what happened at the Big Bang. We will come to understand how life began on Earth. We may even discover whether life exists elsewhere in the universe. While the chances of communicating with an intelligent extra-terrestrial species may be slim, the importance of such a discovery means we must not give up trying. We will continue to explore our cosmic habitat, sending robots and humans into space. We cannot continue to look inwards at ourselves on a small and increasingly polluted and overcrowded planet. Through scientific endeavour and technological innovation, we must look outwards to the wider universe, while also striving to fix the problems on Earth. And I am optimistic that we will ultimately create viable habitats for the human race on other planets. We will transcend the Earth and learn to exist in space. This is not the end of the story, but just the beginning of what I hope will be billions of years of life flourishing in the cosmos. And one final point—we never really know where the next great scientific discovery will come from, nor who will make it. Opening up the thrill and wonder of scientific discovery, creating innovative and accessible ways to reach out to the widest young audience possible, greatly increases the chances of finding and inspiring the new Einstein. Wherever she might be. So remember to look up at the stars and not down at your feet. Try to make sense of what you see and wonder about what makes the universe exist. Be curious. And however difficult life may seem, there is always something you can do and succeed at. It matters that you don’t just give up. Unleash your imagination. Shape the future.

Momo would have been delighted, except that most of the newcomers had no idea how to play. All they did was sit around looking bored and sullen and watching Momo and her friends. Sometimes they deliberately broke up the other children's games and spoiled everything. Squabbles and scuffles were frequent, though these never lasted long because Momo's presence had its usual effect on the newcomers, too, so they soon started having bright ideas themselves and joining in with a will. The trouble was, new children turned up nearly every day, some of them from distant parts of the city, and one spoilsport was enough to ruin the game for everyone else. But there was another thing that Momo couldn't quite understand - a thing that hadn't happened until very recently. More and more often these days, children turned up with all kind of toys you couldn't really play with: remote-controlled tanks that trundled to and fro but did little else, or space rockets that whizzed around on strings but got nowhere, or model robots that waddled along with eyes flashing and heads swiveling but that was all. They were highly expensive toys such as Momo's friends had never owned, still less than Momo herself. Most noticeable of all, they were so complete, down to the tiniest detail, that they left nothing at all to the imagination. Their owners would spend hours watching them, mesmerized but bored, as they trundled, whizzed, and waddled along. Finally, when that palled, they would go back to the familiar old games in which a couple of cardboard boxes, a torn tablecloth, a molehill or a handful of pebbles were quite sufficient to conjure up a whole world of make believe.

Isaac Asimov’s short story “The Fun They Had” describes a school of the future that uses advanced technology to revolutionize the educational experience, enhancing individualized learning and providing students with personalized instruction and robot teachers. Such science fiction has gone on to inspire very real innovation. In a 1984 Newsweek interview, Apple’s co-founder Steve Jobs predicted computers were going to be a bicycle for our minds, extending our capabilities, knowledge, and creativity, much the way a ten-speed amplifies our physical abilities. For decades, we have been fascinated by the idea that we can use computers to help educate people. What connects these science fiction narratives is that they all imagined computers might eventually emulate what we view as intelligence. Real-life researchers have been working for more than sixty years to make this AI vision a reality. In 1962, the checkers master Robert Nealey played the game against an IBM 7094 computer, and the computer beat him. A few years prior, in 1957, the psychologist Frank Rosenblatt created Perceptron, the first artificial neural network, a computer simulation of a collection of neurons and synapses trained to perform certain tasks. In the decades following such innovations in early AI, we had the computation power to tackle systems only as complex as the brain of an earthworm or insect. We also had limited techniques and data to train these networks. The technology has come a long way in the ensuing decades, driving some of the most common products and apps today, from the recommendation engines on movie streaming services to voice-controlled personal assistants such as Siri and Alexa. AI has gotten so good at mimicking human behavior that oftentimes we cannot distinguish between human and machine responses. Meanwhile, not only has the computation power developed enough to tackle systems approaching the complexity of the human brain, but there have been significant breakthroughs in structuring and training these neural networks.

Choose to consume technology ,but don’t be consumed by it. Most of us technology have already turned us into robots .We have no signs of being humans. We are heartless, We have no feelings, no shame, no remorse, no beliefs, no respect, no guilty conscious, no life, no sympathy, no care, no time , no morals, no culture, no religion , no faith. We don’t value others people. We cyber bully others and do disguising inhuman things for trends. Pride ourselves in destroying others lives, careers, education, relationship, marriage, future. The things we do for retweets, likes and comments are shocking. Choose to be a better human being than being a Bot.

In the future, graduates will need to build on the old literacies by adding three more—data literacy, technological literacy, and human literacy.

One form of public speaking not usually recognized as such is teaching. I’ve had a few experiences in educational situations and they’ve been worse than flies crawling over my face. I don’t know if it’s me or what, but having to speak to college students is like having to address a crowd of work-shirking entitlement robots whose only passion, aside from making excuses as to why they didn’t do their assignments, is lying in wait, ready to pounce upon the tiniest of PC infractions. You can’t pay teachers enough to do what they do. Having been in their shoes, even briefly, has converted me into an education advocate. Double all teaching salaries now

Whereas public sector services often bring a plethora of hidden benefits, the private sector is riddled with hidden costs. “We can afford to pay more for the services we need – chiefly healthcare and education,” Baumol writes. “What we may not be able to afford are the consequences of falling costs.” You may brush this aside with the argument that such “externalities” can’t simply be quantified because they involve too many subjective assumptions, but that’s precisely the point. “Value” and “productivity” cannot be expressed in objective figures, even if we pretend the opposite: “We have a high graduation rate, therefore we offer a good education” – “Our doctors are focused and efficient, therefore we provide good care” – “We have a high publication rate, therefore we are an excellent university” – “We have a high audience share, therefore we are producing good television” – “The economy is growing, therefore our country is doing fine…” The targets of our performance-driven society are no less absurd than the five-year plans of the former U.S.S.R. To found our political system on production figures is to turn the good life into a spreadsheet. As the writer Kevin Kelly says, “Productivity is for robots. Humans excel at wasting time, experimenting, playing, creating, and exploring.

Education without values give birth to slaves and robots not educated human beings!

Each study has concluded the same thing: almost all of our jobs will overlap with the capabilities of AI. As I’ve alluded to previously, the shape of this AI revolution in the workplace looks very different from every previous automation revolution, which typically started with the most repetitive and dangerous jobs. Research by economists Ed Felten, Manav Raj, and Rob Seamans concluded that AI overlaps most with the most highly compensated, highly creative, and highly educated work. College professors make up most of the top 20 jobs that overlap with AI (business school professor is number 22 on the list ). But the job with the highest overlap is actually telemarketer. Robocalls are going to be a lot more convincing, and a lot less robotic, soon. Only 36 job categories out of 1,016 had no overlap with AI. Those few jobs included dancers and athletes, as well as pile driver operators, roofers, and motorcycle mechanics (though I spoke to a roofer, and they were planning on using AI to help with marketing and customer service, so maybe 35 jobs). You will notice that these are highly physical jobs, ones in which the ability to move in space is critical. It highlights the fact that AI, for now at least, is disembodied. The boom in artificial intelligence is happening much faster than the evolution of practical robots, but that may change soon. Many researchers are trying to solve long-standing problems in robotics with Large Language Models, and there are some early signs that this might work, as LLMs make it easier to program robots that can really learn from the world around them.

Schools have taken a robotic, assembly-line approach toward education. In doing so, they have stripped teachers’ ability to tap into the essence of a student, and the ability to find out what interests them other than math and science.

A widely quoted study from the Oxford Martin School predicts that technology threatens to replace 47 percent of all US jobs within 20 years. One of Pew experts even foresees the advent of “robotic sex partners.’’ The world’s oldest profession may be no more. When all this happens, what, exactly, will people do? Half of those in the Pew report are relatively unconcerned, believing — as has happened in the past — that even as technology destroys jobs, it creates more new ones. But half are deeply worried, fearing burgeoning unemployment, a growing schism between the highly educated and everyone else, and potentially massive social dislocation. (The fact that Pew’s experts are evenly split also exposes one of the truths of prognostication: A coin flip might work just as well.) Much of this debate over more or fewer jobs misses a key element, one brought up by some of those surveyed by Pew: These are primarily political issues; what happens is up to us. If lower-skilled jobs are no more, the solution, quite obviously, is training and education. Moreover, the coming world of increasingly ubiquitous robotics has the potential for significant increases in productivity. Picture, for instance, an entirely automated farm, with self-replicating and self-repairing machines planting, fertilizing, harvesting, and delivering. Food wouldn’t be free, but it could become so cheap that, like water (Detroit excepted), it’s essentially available to everyone for an almost nominal cost. It’s a welfare state, of course, but at some point, with machines able to produce the basic necessities of life, why not? We’d have a world of less drudgery and more leisure. People would spend more time doing what they want to do rather than what they have to do. It might even cause us to rethink what it means to be human. Robots will allow us to use our “intelligence in new ways, freeing us up from menial tasks,’’ says Tiffany Shlain, host of AOL’s “The Future Starts Here.’’ Just as Lennon hoped and Star Trek predicted.

Rapid and accelerating digitization is likely to bring economic rather than environmental disruption, stemming from the fact that as computers get more powerful, companies have less need for some kinds of workers. Technological progress is going to leave behind some people, perhaps even a lot of people, as it races ahead. As we’ll demonstrate, there’s never been a better time to be a worker with special skills or the right education, because these people can use technology to create and capture value. However, there’s never been a worse time to be a worker with only ‘ordinary’ skills and abilities to offer, because computers, robots, and other digital technologies are acquiring these skills and abilities at an extraordinary rate.

It’s difficult to imagine that Artificial Intelligence will take the place of people but many believe that it’s only a short time before computers will outthink us. They already can beat our best chess players and have been able to out calculate us since calculators first came onto the scene. IBM’s Watson is on the cutting edge of Cognitive Computers, being used to out think our physicians but closer to home, for the greatest part; our cars are no longer assembled by people but rather robots. Our automobiles can be considered among our first robots, since they took the place of horses. Just after the turn of the last century when the population in the United States crossed the 100 M mark the number of horses came to 20M. Now we have a population of 325 M but only 9 M horses. You might ask what happened. Well back in 1915 there were 2.4 M cars but this jumped to 3.6 M in just one year. Although horses still out-numbered cars the handwriting was on the wall! You might think that this doesn’t apply to us but why not? The number of robots increase, taking the place of first our workers on the assembly line and then workers in the food industry and this takes us from tractors and combines on the farms to the cooking and serving hamburgers at your favorite burger joint. People are becoming redundant! That’s right we are becoming superfluous! Worldwide only 7 out of 100 people have college degrees and here in the United States only 40% of our working population possesses a sheep skin, although mine is printed on ordinary paper. With education becoming ever more expensive, we as a population are becoming ever more uneducated. A growing problem is that as computers and robots become smarter, as they are, we are no longer needed to be anything more than a consumer and where will the money come from for that? I recently read that this death spiral will run its course within 40 years! Nice statistics that we’re looking at…. Looking at the bright side of things you can now buy an atomically correct, life sized doll, as perhaps a robotic non-complaining, companion for under $120. In time these robotic beings will be able to talk back but hopefully there will be an off switch. As interesting as this sounds it will most likely not be for everyone, however it may appeal to some of our less capable, not to have to actually interface with real live people. The fact is that most people will soon outlive their usefulness! We as a society are being challenged and there will soon be little reason for our being. When machines make machines that can out think us; when we become dumb and superfluous, then what? Are we ready for this transition? It’s scary but If nothing else, it’s something to think about….

Terry Guo of Foxconn has been aggressively installing hundreds of thousands of robots to replace an equivalent number of human workers. He says he plans to buy millions more robots in the coming years. The first wave is going into factories in China and Taiwan, but once an industry becomes largely automated, the case for locating a factory in a low-wage country becomes less compelling. There may still be logistical advantages if the local business ecosystem is strong, making it easier to get spare parts, supplies, and custom components. But over time inertia may be overcome by the advantages of reducing transit times for finished products and being closer to customers, engineers and designers, educated workers, or even regions where the rule of law is strong. This can bring manufacturing back to America, as entrepreneurs like Rod Brooks have been emphasizing. A

Pathways It seems that the world that surrounds me today. Is filling with problems that don't go away, And as the world fills with this terrible mess, I'm filling with ever more negative stress. There's COVID and climate and corporate greed. There's outrageous prices for things that we need. There's misinformation that's meant to deceive, So much that it's hard to know who to believe. There’s ongoing battles ‘tween Magas and Dems, And unending fights between us’s and them’s, Where one side says something, the other side shuns On racism, gender, abortion and guns. There's war in Ukraine thanks to Putin and friends And some who say this is how everything ends. While others say robots we program today Will soon start to program us all to obey. If that's not enough to be stressed all the time, There's China, the border, there's drugs, and there's crime. There's those who claim wokeness and those that oppose. There's gridlock among the elected we chose. Attempting to manage the stress and the blues, I turn to my life and I turn off the news, But wouldn't you know it, I find when I do There's stress and there's problems existing there too. The place where I work’s wanting more for less pay. My in-laws come visit and won't go away. My partner complains that I'm not up to par, And now, once again, something's wrong with my car. My kids go to school where I worry a lot They'll get education without getting shot. This morning I tried to take positive views To find that the cat had thrown up in my shoes. Surrounded by problems, I can’t catch a break. They frazzle my nerves, and they keep me awake. At times it gets to me, I have to admit And then stress has me, ‘stead of me having it. If you are like me in these challenging times, Read on for within there are rhythms and rhymes That show the way through and some ways we can cope And most of all show there are pathways to hope.

Students countered by covering the gooey bars with paper or cloth, and sometimes they wore cheap disposable gloves that were ordered online and delivered by the robots.

My Struggle (Sonnet 1500) My struggle is to build a world, where gestapo, mi6, cia, raw, all are history; where thieves aren't glorified as heroes, invasion isn't sugarcoated as security; military is found only in books of history, where guns are displayed in museum as relics; nukes are just defense against celestial threat, where green sources power all things electric; where it's illegal to amass limitless wealth - food, housing, education, healthcare, are free; where no one can be politician without license, where citizens listen to experts, not celebrity. My struggle is to build a world, where human rights is a human issue, not legal one; where equality is not a belief, but the norm - where human is neither ape nor robot, but human.

Their one aim is to perpetuate the insane concept of limitless expansion on a limited planet, with permanent conflict as its desired outcome. And their product is the zero-educated robot known otherwise as the corporate executive.

Knowledge is made organic when a person feels the emotions, experiences stress and anxiety and excitement and a range of other emotions, and through this physical experience, learns more about his own nature and the nature of others. And this makes much more sense than reading a thousand pages of a book that will be forgotten, that one needs to apply consciously as if he was a robot. One doesn’t truly understand the nature of knowledge when this knowledge remains inside the brain only. We can compare this situation with that of a fighter that learns fighting by reading. Until you get hurt, until you face opposition to your certainties, until you understand defeat, no theory on fighting will make any sense to you, or others, when spoken, explained or listened.

if you are really intelligent and aware, you cannot be part of any army. Impossible. To be part of any army you need, as a basic requirement, unintelligence. That’s why in the army they manage in every way to destroy your intelligence. Years are needed to destroy your intelligence; they call it “training.” Stupid orders have to be followed: right turn, left turn, march forward, march backward – this and that – and they go on and on every day, morning, evening. Slowly, slowly, the person becomes a robot, he starts functioning like a machine.

That’s why they don’t teach you the humanities. As long as your education is restricted to analytical subjects, your minds are not a threat to them.” “I have a starflail,” Alex objected. “Unlimited power.” “But the Rulers have programmed you. Now calm down,” she added, seeing how angry this statement made him. “Not by putting something into your brain, but by keeping something out. They’ve held back critical information, knowledge they themselves possess. Until that deficiency is corrected they continue to control how you think.” “I have freedom of action,” Alex persisted. “But you don’t know how to use it. Students on free worlds have a choice. A boy studies math and science if he wants to become an engineer or a researcher. He studies the humanities if he wants to become a leader. As it should be. One prerequisite for leadership is that a man understand himself, something math and science can’t help with. That’s why a future leader studies history and stories and art: these subjects help him understand humanity in general and himself in particular. You have to decide what you want to do here, Alex. If making robots is all you’re interested in, science will get you through. If you want to lead a revolution, you’re going to need a real education.

Forced schooling is a cultural relic, reminiscent of a bygone age. Stuck preparing young people to do the jobs now done by robots, mass schooling ignores the cultural and economic realities of a new human era. Instead of robots, we need inventive thinkers, curious seekers, and passionate doers. Inventiveness, curiosity, and passion are all characteristics that young children naturally exude. We don’t need to train them for the jobs of the future; we just need to stop training these inborn characteristics out of them. We need to give them the freedom and opportunity to pursue their passions, follow their curiosity, and invent creative solutions to complex problems. Given the vast amount of information available to us, the creative skills necessary to process it all, and the seemingly insurmountable challenges our planet now faces, we desperately need to embrace a new paradigm of education. We need to let go of the notion of schooling—something someone does to someone else—and instead reclaim learning—something humans naturally do.

In the US, the symbiotic relationship between increasing productivity and rising wages began to dissolve in the 1970s. As of 2013, a typical production or nonsupervisory worker earned about 13 percent less than in 1973 (after adjusting for inflation), even as productivity rose by 107 percent and the costs of housing, education, and healthcare have soared.

Let’s get one thing straight: The robots are not destined to take all the jobs. That happens only if we let them—if we don’t accelerate innovation in the labor/education/start-up realms, if we don’t reimagine the whole conveyor belt from primary education to work to lifelong learning.

If a Robot can succeed without a Certificate. So can you. Its all about programing Reprogram your mindset.

Will smart machines lead to a world of plenty, leisure, health care, and education for all; or to a world of inequality, mass unemployment, and a war between the haves and have-nots, and between the machines and the workers left behind?

And where do we begin to search for our minds' copies, if they still exist? They must be hidden somewhere on Mars, maybe in one of the factories, or down there in those ghostly suites where the pioneers lived. I hope Hector comes home soon. It's very lonely here without him. That sounds pathetic, being lonely for a robot. But it's true. The thing is, with Shala gone, I don't have any real friends. And knowing Evan has been a thorough education in what false friends can be. So while I'm the President, it won't be wise to trust anyone who wants to become my friend. Power, like lasers, can do a lot of damage.

Pick just one trend that you consider unstoppable—5G, sensor technology, big data, AI, blockchain, quantum computing, nanotechnology, robotics, 3D printing, biotechnology, synthetic biology, renewable energy, augmented reality, virtual reality, satellite technology, genomics, gene editing, online education, etc.—and research how it is already impacting your industry.

Electrical motors used in mobile robots are controlled by modifying the voltage applied to the motors using a technique called pulse width modulation. In many educational robots, control algorithms such as those described in Chap. 6, are used to ensure that the motors rotate at a specified target speed.

The teenager earning $11 per hour as a cashier at Target tucks his phone assembled in Shenzhen, China, by labourers earning about $17 per day into pants made by Bangladeshi stitchers whose minimum wage is as little as $68 per month.

Software is eating the world, so we need software developers. But it is less clear what we will need when software finishes its meal and settles down to digest. What happens when robots learn to program themselves?

I believe in self-learning education including robots

According to the U.S. Department of Education, there will be a 14 percentage-point increase in STEM jobs between 2010 and 2020.

computers will continue to grow more sophisticated cognitive capacities such as critical thinking, systems thinking, and even cultural agility. But they will lack the very human lens from which we view life, learning to interpret contexts to assess, act, and make sound decisions. Human beings possess this lens because we learn from experience.

It gives them the chance to improvise in contexts they never have encountered before, interacting, inventing, and thinking on their feet. When human learners are immersed in the incalculable variety of experience, they escape the strictures of predetermined input—which computers cannot do. They break free of their programming, and they upgrade their minds.

It’s only when you have decided that it is time to cut through the conditioning—everything sold to you by parents, teachers, peers, education, culture—and to stop living out of the program, responding like a robot, that Zen study can really begin.

there’s never been a better time to be a worker with special skills or the right education, because these people can use technology to create and capture value. However, there’s never been a worse time to be a worker with only ‘ordinary’ skills and abilities to offer, because computers, robots, and other digital technologies are acquiring these skills and abilities at an extraordinary rate.

In the pages that follow, I lay out the structure for a new curriculum—humanics—the goal of which is to nurture creativity, flexibility, and agency within the infinite situational contexts of life. Humanics builds on people’s innate strengths and prepares students to flourish in a world in which AI works alongside human professionals. And much as today’s law students learn both a specific body of knowledge and a legal mindset, tomorrow’s humanics students will need to master specific content as well as practice uniquely human cognitive capacities. In the chapters ahead, I describe both the architecture and the inner workings of humanics, but here I begin by explaining its twofold nature. The first side, its content, takes shape in what I call the new literacies. In the past, literacy in reading, writing, and mathematics formed the baseline for participation in society. Even educated professionals did not need any technical proficiencies beyond knowing how to click and drag through a suite of office programs. That is no longer sufficient. In the future, graduates will need to build on the old literacies by adding three more—technological literacy, data literacy, and human literacy. People can no longer thrive in a digitized world using analog tools. Assisted by AI, they will be living and working in a constant stream of information and instant generativity. Technological literacy gives them a grounding in how their machines tick. Data literacy enables them to analyze and judge the merit of these ever-rising tides of information. Human literacy teaches them creativity, culture, empathy, and connection, allowing them to flourish in the social milieu.

The most popular TED (Technology, Entertainment, Design) talk of all time is Sir Ken Robinson’s “Do Schools Kill Creativity?,” recorded in 2006.20 In it, he famously argues that creativity, which he defines as “the process of having original ideas that have value,” is as important to today’s children as literacy. However, by stigmatizing failure and wrong answers in school, we train children to stifle it. “We don’t grow into creativity,” says Robinson. “We grow out of it, or rather, we get educated out of it.

To achieve this, we need a new model of learning that not only enables learners to understand the highly technological world around them, but simultaneously allows them to transcend it by nurturing the mental and intellectual qualities that are unique to humans—namely, their capacity for collaboration, mental flexibility, and creativity. I call this model humanics.23

Today, most colleges’ curricula and pedagogy still place inordinate weight on the transfer of information into students’ minds. Development of students’ higher-order mental capacities, such as critical thinking or elegant communication, is certainly one of the objectives of a college education, but all too often it is secondary to the ingestion of content. More often than not, college courses are not designed to nurture metacognitive skills explicitly and systematically.

It is sometimes overlooked that, despite their usually impressive eloquence, generative AI’s outputs quickly devolve into mediocrity and mendacity without human assistance. The need for “humans in the loop” is the technology’s quiet shame. “There’s a lot of human intervention in the operations of these things continuously, much like there is in the case of Google Search,” says Usama Fayyad, director of the Institute for Experiential AI at Northeastern University. “In the case of ChatGPT, sometime the queries are answered by humans. If the algorithm realizes—and this is admirable—hey, I’m in trouble, I need help, a human will jump in and start answering. It’s a mode of intervention that gets turned into training data, and the machine gets better.”30

If you belong to the one-third of Americans who have the good fortune to possess a four-year degree, you will enjoy greater health, higher social esteem, and an average of eight and a half more years of life than your fellow citizens who lack one.20 In this respect—and in the United States particularly, for this gulf in lifespan does not occur in other wealthy countries—increasing college attainment would directly decrease these galling inequalities.

Humans do not approach an interaction with a robot (or with any other entity) as blank slates. We have certain ideas about the interactant, what category of an entity it is, and how we expect it to behave. Perhaps we have seen a sci-fi movie depicting a robot. This would give us some preconceptions about what to expect from a robot. Or perhaps we have been culturally endowed with the idea that not only humans, but also other living beings and artefacts have a ‘spirit’ and, potentially, a ‘mind’ of their own. This would make us likely to adopt the Intentional Stance towards a robot. We might also have our individual tendencies to interpret the behaviour of other entities with reference to mental states. On the other hand, however, we might have received a certain type of education (e.g. in robotics) that clearly prevents us from attributing mental states to robotic artefacts, and, thus, reduce the likelihood of adopting the Intentional Stance towards a robot. In sum, humans have their individual, cultural and educational backgrounds, as well as the priors and preconceptions with which they enter an interaction with the robot. This will determine their likelihood of adopting the Intentional Stance towards the robot.