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We can't really say this enough... > Anastasia Berg [at UCL Irvine] said that new research — and what she's hearing directly from colleagues across various industries — shows that employees who heavily rely on AI are losing core skills at a startling rate. www.businessinsider.com/ai-tools-are...

businessinsider.comAI tools are 'deskilling' workers, philosophy professor saysA philosophy professor warns that AI reliance is weakening workers' judgment, creativity, and problem-solving.

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The irony of machine learning turning into this GenAI monstrosity is that it would be wonderful to have a tutor who can check my work while I self-learn at times when teachers need sleep. Instead GenAI is not only disenfranchising educators, but creating "diseducation" systems for experts.

Think about what it takes from us and especially learners bsky.app/profile/oliv...

I split AI into 3 non-mutually exclusive types (see Table 1 above): displacement (harmful), enhancement (beneficial), and/or replacement (neutral) of human cognitive labour. More later possibly, but see Tables 2 to 4 (attached or here: arxiv.org/pdf/2507.19960) for the worked through examples. 2/n

Maybe useful, especially if you want to argue against this nonsense bsky.app/profile/oliv...

Finally! 🤩 Our position piece: Against the Uncritical Adoption of 'AI' Technologies in Academia: doi.org/10.5281/zeno... We unpick the tech industry’s marketing, hype, & harm; and we argue for safeguarding higher education, critical thinking, expertise, academic freedom, & scientific integrity. 1/n

Our uni's remedial math classes used to be 30-40 people, now they are 100+. Some of these kids are getting into college with AP calc credits, while lacking basic algebra skills. Math/stats department is talking about allowing graphing calcs in all classes.

I'm just at a small city college. Best students coming in are from local community colleges. Our local high schools are graduating folk who should not be graduating. Worse of the worse are homeschooled students, with some rich homeschooled kids doing vastly better.

Combined with that survey from a few days ago showing most CEOs use LLMs and far fewer ICs do, it seems CEOs are losing skills the fastest. I have no faith in the market to reflect this reality as those same CEOs will keep their jobs or move on after being paid a few mil $$ to do so.

Thanks - that articulates a lot of my fears very well. My own pithy version is that if you outsource the hard parts of developing your own understanding of a subject to AI, there will simply be a hole in your brain where understanding should reside.

My young (music) pupils get subjected to all sorts of philosophical musings from me, and I'm glad to say they do seem receptive to the 'hole in the brain' metaphor. It's the 'struggle to understand' where the learning happens, not in getting the end result.

Deep understanding is based on the whole messy process of finding a wide range of relevant sources to contemplate, extracting the underlying thread from them, then getting that thread down on paper in a cogent form. Each step is crucial to for the essential 'scaffolding of understanding'.

"... students... are relying so heavily on AI tools that they're no longer learning how to write or debug code on their own." Same thing I heard about kids not learning long division because of calculators or not writing cursive. Who is teaching students how to use these tools appropriately?

Let's play a game, read my paper and tell me which argument of yours it doesn't address ☺️ bsky.app/profile/oliv...

7. the kinda appealing, but substantively indefensible, idea that somehow AI is different to other technology, like calculators, in a pedagogical context — but we totally ban a great deal of technology in the classroom. (Section 3.7 here doi.org/10.5281/zeno...) 9/n

My background is in model validation; I don't support using any tool uncritically or indiscriminately. Every tool assessment starts with defining uses and determining whether the tool is suitable. That's why I asked the last question. AI isn't going away; who is going to teach people how to use it?

I know you were really badly hurt by not taking the internet seriously early enough but you will not fix that mistake by fixating on LLMs like they’re internet 2. All you’re doing is looking ridiculous arguing with academics about the virtues of asbestos 2.

I can't imagine why any kid would learn a long division algorithm that is simply a way to replicate the result you get using a calculator. Executing an algorithm doesn't teach anything about mathematical principles.