During the current moment, as generative AI dominates our thinking, both for its extraordinary performance and serious flaws, a new direction is needed. The way forward may involve looking backward. The addressing the deficiencies of generative AI would benefit from reviewing, and incorporating, some of the lessons from expert system development during the late 20th century.
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There are several ways to define Artificial Intelligence (AI), but the question is — does it matter? This editorial argues that instead of getting lost in the definitional issues, we should focus on designing systems and experiences that allow us to solve problems and accomplish tasks.
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The adoption of advanced technologies has become a crucial factor in the pedagogical transformation of today’s educational environment. As tertiary institutions strive to enhance lecture delivery mechanisms, artificial intelligence (AI) presents a revolutionary paradigm that extends beyond traditional instructional methods. The increasing reliance on digital tools necessitates a fresh examination of how AI can optimise the learning experience by offering personalised content and real-time feedback to facilitate deeper engagement.
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Experts often present two differing views here for how to make AI safe and secure: give it away for free and distribute it widely like open-source software, or keep it contained and regulated like nuclear energy. I believe there is a third option – something that stems from parenting.
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En las últimas dos décadas, la IA ha avanzado a pasos agigantados hasta el punto de que estamos hablando seriamente de que es tan inteligente como los humanos o incluso que los supera. Pero antes de dejarnos llevar demasiado por esa emoción o ese miedo, es importante que miremos hacia dentro y nos preguntemos: ¿qué nos hace inteligentes, conscientes y humanos?
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There is little doubt that GenAI can provide valuable services in certain areas e.g., by aiding and arguably empowering people who lack experience in say, writing business English or formatting CVs in specific ways, especially when applying for jobs that require submitting job applications online as is very common nowadays. However, it also creates uncanny language with a sensation of unease. Examples include employing idioms, phrases, or expressions that are used slightly incorrectly, or any other “slight but noticeable deviations from natural human writing can create a sense of disconnection and discomfort in the reader.” (ibid) Or, as Robertson (2024) puts it, “AI used to be weird. Now ‘sounds like a bot’ is just shorthand for boring.”
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Robots asesinos. Inteligencia artificial distópica. Rebeliones de máquinas. ¿Por qué nos fascina tanto la idea de que nuestros aparatos se vuelvan contra nosotros? En este artículo, desentraño nuestra obsesión con el ascenso de las máquinas y demuestro que gran parte de su atractivo es en realidad la proyección de nuestros propios miedos y dilemas.
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One of the concerns is that Generative AI’s output in response to user prompts often draws from copyrighted works, eliciting a question nowadays: Can the content created by Generative AI qualify for copyright protection itself? Here, we strive to extend our insights into the question.
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Google’s recent announcement about “AI Overviews” has created divisive reception. On one hand, it’s helping us by giving a shortcut to an answer and saving us effort to sift through a bunch of results. On the other hand, this shortcut robs us of our agency and ability to verify, question, and learn. Is this the future we want for accessing and interacting with information?
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Mnemohistory, a term coined by German Egyptologist Jan Assmann, refers to the study of how societies remember and construct their historical narratives. Unlike traditional historiography, which focuses on the objective recording and analysis of past events, mnemohistory emphasises the subjective processes through which memories are formed, preserved, and transmitted across generations. It explores the ways in which collective memory shapes, and is shaped by, cultural, social, and political contexts. Mnemohistory investigates the symbols, rituals, and narratives that communities use to create a sense of shared identity and continuity with the past. Originating from the Greek word “mnemos” meaning memory, and “historia,” meaning enquiry or knowledge, mnemohistory looks into the interaction between memory and history, recognising that our understanding of the past is not static but constantly reinterpreted through the lens of present concerns and future aspirations.
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