The Real Dangers of A.I

The Struggle of Man to Survive by Natural or Artificial Intelligence.

A New Role for the School

Here is an up to-date account of the very real danger of artificial intelligence over taking our lives and the very little we can do to actually control this development. The machine we developed to make our thinking easier, has already developed to think by itself. Machines not only are now developing means to learn by themselves and displaying their own consciousness, but they are also showing signs of human emotions such as compassion and anger. We have created a monster that we can not control. The dangers of A.I. are very, very real and very much unknown to the general public.

As this book will discuss the probable developments in nanotechnology, we are brought more to understand how little we may predict the world of our future. Thoughts that new jobs will be created to replace those taken over by A.I. did not understand the meaning of nanotechnology. There will be very, very few jobs in the future for human beings.

In turn, governments well seek new ways to control their people to maintain harmony and prevent anarchy. We find evidence to this in the increasing levels of surveillance and means of restriction that we have been experiencing over the past 20 years. Governments know what is coming. This is the first book to openly discuss the very disturbing dangers that A.I. can bring into our lives and the very great importance of preparing our children for a very, very different world than we know of today.

Accordingly, we are moving into a new world, a world that will demand a very different kind of citizen than societies have so far been able to produce. There is now an urgent need to bring a whole new design into the schools that will create the citizens of the future. If we can not produce a higher reasoning and more self responsible citizen, we must know the consequences that A.I. can bring upon us. There is no science fiction in this.

What the experts say:

“Never before has humanity faced the challengers that we and our children are now facing. A.I. is developing at such a disturbing rate that it threatens to take over our whole existence. As civilization faces a complete breakdown of order, as unemployment rates reach unheard of levels, societies will seek to control the lives of their people in ways that have never been done before. It is imperative that societies and schools realise the urgent need for drastic changes in their design and functioning. This is the first book to discuss the real dangers we are expecting to emerge through A.I.

We must consider how humans may actually lose CONTROL of their world, as A.I. advances to manage the lives of humans more than they can do so themselves? AI forces us to develop an entirely new approach to how we educate our children. Yet, there is no real understanding of this in school today. This book provides a plan and a concept for how we may better prepare ourselves and our children for the unknown and disturbing future we are moving into.”

Prof / Dean Emeritus David Martin Ph.D Gallaudet University Washington, D.C. USA

“I am deeply impressed by your person and professional career. Please keep benching our thirst for knowledge.”

Myriam Matmati. English Language Trainer at Oxford U.K.

“Every teacher should know your books”.

Dr. Aisha Abdullahi Ibrahim.

Educator. Algeria.

https://www.amazon.com/Real-Dangers-AI-Artificial-Intelligence-ebook/dp/B0C4HPC1F7

Page Samples:

“…. Under the umbrella of an A.I. world, we need to raise children on a very different psychology than that which breeds competition in the society to one that teaches each how to gain inner peace within themselves. We must make all endeavour to help our future generations know how to survive in a world, where they may very well not be in charge.

The citizen of the future, who survives under A.I. dominance, must be calmer and more rational in their nature. It is conceivable that the aggressive nature in man will be genetically phased out through A.I. policing. Robots will not allow unauthorized crowds of demonstrators nor small groups disturbing peace. Aggressive or violent individuals will be brought under control by the sophistication of A.I. in one way or another.

In all this, we may understand how A.I. will cultivate the citizen of the future to be more benevolent and with less of an aggressive nature to be more spiritually inclined. As we may understand what is coming, so education and especially the school, must alter in its design and in its purpose to facilitate the demand soon to be placed upon it.

When so many jobs will be lost and not replaced, the whole purpose of school must change. This is to say the whole school curriculum must change, for we will no longer be educating children for future jobs, but for social harmony.

We are led from this to understand that school must immediately begin a dramatic phasing from one that now educates students through subjects designed to prepare them for employment with examinations to determine who is better suited for what jobs, to one that will have few of these traditional subjects and ones more relating to the behavioral development of the future citizen.

These subjects must be languages and of education in reason. There must also be subjects of anthropology, psychology and those relating to the true education of ethics, morality and behaviour, so our new generation will behave with a sense of fairness and goodness in their societies. Examinations will cease, because they will be no channelling of ability for job differences. Although, some means of selecting administrators for the future society, who can interface with A.I., will need to be devised.

As the whole purpose and identity of the school must change, so must that of the higher education. The model of school we still have, where the better students are directed to university to have an education in their higher reasoning will change, since all children at school must have this education.

So, the education of the youth must be extended to better prepare their minds to be that of rational thinkers. Where as once the subject of D.N.A. was reserved for the university level and is now taught to children in primary school, so the functioning of Aristotle’s rhetoric must be drilled into the understanding of young children. We no longer need the general product of school to be a dualistic thinker, either accepting or rejecting thoughts and information by its presentation. Young children need to learn very early how to evaluate information, so that they will grow with a mind more aware better evaluating it.

So, children at the primary level need education in Ethos, where they develop the ability to know the value of information on how credible they can discover its owner to be. No longer are they to be educated to take information at its face value. Then, Pathos, to understand how perspectives of information change with its emotional appeal, and Logos to evaluate the ways reason is defined through numerous interactions by different and complex forms.

Central to all means of guidance is that of patience in the guide, be it parent or teacher at any level. This patience comes through a measure of silence and kindness. This is to put aside all thoughts of negativity, which do play on the human mind, and to think only of guidance. To give the learner confidence that they can do the task, to help them see why they misunderstood something in the past and to guide them in how they can solve the puzzle all by themselves.

Instead of presenting information to be learnt as a task, which dampens imagination and drains effort, the task should be presented as a game. This is to be a game where the learner learns to recognise what they have to do, why they need to do this and the parts they must recognize and move through to complete the game.

This task of developing “that inner drive of the leaner to want to learn, to want to explore” is really the most important job of the guide. It is only by having their own purpose to want to learn that the learner will strive to keep up with the information they are to learn, and develop more proficient memory networks to better respond to any question they are given. In one form or another, it all comes down to acts of kindness, which fuel this factor of trust and mutual respect……”