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#433400 A Model for the Future of Education, and ...

As kids worldwide head back to school, I’d like to share my thoughts on the future of education.

Bottom line, how we educate our kids needs to radically change given the massive potential of exponential tech (e.g. artificial intelligence and virtual reality).

Without question, the number one driver for education is inspiration. As such, if you have a kid age 8–18, you’ll want to get your hands on an incredibly inspirational novel written by my dear friend Ray Kurzweil called Danielle: Chronicles of a Superheroine.

Danielle offers boys and girls a role model of a young woman who uses smart technologies and super-intelligence to partner with her friends to solve some of the world’s greatest challenges. It’s perfect to inspire anyone to pursue their moonshot.

Without further ado, let’s dive into the future of educating kids, and a summary of my white paper thoughts….

Just last year, edtech (education technology) investments surpassed a record high of 9.5 billion USD—up 30 percent from the year before.

Already valued at over half a billion USD, the AI in education market is set to surpass 6 billion USD by 2024.

And we’re now seeing countless new players enter the classroom, from a Soul Machines AI teacher specializing in energy use and sustainability to smart “lab schools” with personalized curricula.

As my two boys enter 1st grade, I continue asking myself, given the fact that most elementary schools haven’t changed in many decades (perhaps a century), what do I want my kids to learn? How do I think about elementary school during an exponential era?

This post covers five subjects related to elementary school education:

Five Issues with Today’s Elementary Schools
Five Guiding Principles for Future Education
An Elementary School Curriculum for the Future
Exponential Technologies in our Classroom
Mindsets for the 21st Century

Excuse the length of this post, but if you have kids, the details might be meaningful. If you don’t, then next week’s post will return to normal length and another fun subject.

Also, if you’d like to see my detailed education “white paper,” you can view or download it here.

Let’s dive in…

Five Issues With Today’s Elementary Schools
There are probably lots of issues with today’s traditional elementary schools, but I’ll just choose a few that bother me most.

Grading: In the traditional education system, you start at an “A,” and every time you get something wrong, your score gets lower and lower. At best it’s demotivating, and at worst it has nothing to do with the world you occupy as an adult. In the gaming world (e.g. Angry Birds), it’s just the opposite. You start with zero and every time you come up with something right, your score gets higher and higher.
Sage on the Stage: Most classrooms have a teacher up in front of class lecturing to a classroom of students, half of whom are bored and half of whom are lost. The one-teacher-fits-all model comes from an era of scarcity where great teachers and schools were rare.
Relevance: When I think back to elementary and secondary school, I realize how much of what I learned was never actually useful later in life, and how many of my critical lessons for success I had to pick up on my own (I don’t know about you, but I haven’t ever actually had to factor a polynomial in my adult life).
Imagination, Coloring inside the Lines: Probably of greatest concern to me is the factory-worker, industrial-era origin of today’s schools. Programs are so structured with rote memorization that it squashes the originality from most children. I’m reminded that “the day before something is truly a breakthrough, it’s a crazy idea.” Where do we pursue crazy ideas in our schools? Where do we foster imagination?
Boring: If learning in school is a chore, boring, or emotionless, then the most important driver of human learning, passion, is disengaged. Having our children memorize facts and figures, sit passively in class, and take mundane standardized tests completely defeats the purpose.

An average of 7,200 students drop out of high school each day, totaling 1.3 million each year. This means only 69 percent of students who start high school finish four years later. And over 50 percent of these high school dropouts name boredom as the number one reason they left.

Five Guiding Principles for Future Education
I imagine a relatively near-term future in which robotics and artificial intelligence will allow any of us, from ages 8 to 108, to easily and quickly find answers, create products, or accomplish tasks, all simply by expressing our desires.

From ‘mind to manufactured in moments.’ In short, we’ll be able to do and create almost whatever we want.

In this future, what attributes will be most critical for our children to learn to become successful in their adult lives? What’s most important for educating our children today?

For me it’s about passion, curiosity, imagination, critical thinking, and grit.

Passion: You’d be amazed at how many people don’t have a mission in life… A calling… something to jolt them out of bed every morning. The most valuable resource for humanity is the persistent and passionate human mind, so creating a future of passionate kids is so very important. For my 7-year-old boys, I want to support them in finding their passion or purpose… something that is uniquely theirs. In the same way that the Apollo program and Star Trek drove my early love for all things space, and that passion drove me to learn and do.
Curiosity: Curiosity is something innate in kids, yet something lost by most adults during the course of their life. Why? In a world of Google, robots, and AI, raising a kid that is constantly asking questions and running “what if” experiments can be extremely valuable. In an age of machine learning, massive data, and a trillion sensors, it will be the quality of your questions that will be most important.
Imagination: Entrepreneurs and visionaries imagine the world (and the future) they want to live in, and then they create it. Kids happen to be some of the most imaginative humans around… it’s critical that they know how important and liberating imagination can be.
Critical Thinking: In a world flooded with often-conflicting ideas, baseless claims, misleading headlines, negative news, and misinformation, learning the skill of critical thinking helps find the signal in the noise. This principle is perhaps the most difficult to teach kids.
Grit/Persistence: Grit is defined as “passion and perseverance in pursuit of long-term goals,” and it has recently been widely acknowledged as one of the most important predictors of and contributors to success.

Teaching your kids not to give up, to keep trying, and to keep trying new ideas for something that they are truly passionate about achieving is extremely critical. Much of my personal success has come from such stubbornness. I joke that both XPRIZE and the Zero Gravity Corporation were “overnight successes after 10 years of hard work.”

So given those five basic principles, what would an elementary school curriculum look like? Let’s take a look…

An Elementary School Curriculum for the Future
Over the last 30 years, I’ve had the pleasure of starting two universities, International Space University (1987) and Singularity University (2007). My favorite part of co-founding both institutions was designing and implementing the curriculum. Along those lines, the following is my first shot at the type of curriculum I’d love my own boys to be learning.

I’d love your thoughts, I’ll be looking for them here: https://www.surveymonkey.com/r/DDRWZ8R

For the purpose of illustration, I’ll speak about ‘courses’ or ‘modules,’ but in reality these are just elements that would ultimately be woven together throughout the course of K-6 education.

Module 1: Storytelling/Communications

When I think about the skill that has served me best in life, it’s been my ability to present my ideas in the most compelling fashion possible, to get others onboard, and support birth and growth in an innovative direction. In my adult life, as an entrepreneur and a CEO, it’s been my ability to communicate clearly and tell compelling stories that has allowed me to create the future. I don’t think this lesson can start too early in life. So imagine a module, year after year, where our kids learn the art and practice of formulating and pitching their ideas. The best of oration and storytelling. Perhaps children in this class would watch TED presentations, or maybe they’d put together their own TEDx for kids. Ultimately, it’s about practice and getting comfortable with putting yourself and your ideas out there and overcoming any fears of public speaking.

Module 2: Passions

A modern school should help our children find and explore their passion(s). Passion is the greatest gift of self-discovery. It is a source of interest and excitement, and is unique to each child.

The key to finding passion is exposure. Allowing kids to experience as many adventures, careers, and passionate adults as possible. Historically, this was limited by the reality of geography and cost, implemented by having local moms and dads presenting in class about their careers. “Hi, I’m Alan, Billy’s dad, and I’m an accountant. Accountants are people who…”

But in a world of YouTube and virtual reality, the ability for our children to explore 500 different possible careers or passions during their K-6 education becomes not only possible but compelling. I imagine a module where children share their newest passion each month, sharing videos (or VR experiences) and explaining what they love and what they’ve learned.

Module 3: Curiosity & Experimentation

Einstein famously said, “I have no special talent. I am only passionately curious.” Curiosity is innate in children, and many times lost later in life. Arguably, it can be said that curiosity is responsible for all major scientific and technological advances; it’s the desire of an individual to know the truth.

Coupled with curiosity is the process of experimentation and discovery. The process of asking questions, creating and testing a hypothesis, and repeated experimentation until the truth is found. As I’ve studied the most successful entrepreneurs and entrepreneurial companies, from Google and Amazon to Uber, their success is significantly due to their relentless use of experimentation to define their products and services.

Here I imagine a module which instills in children the importance of curiosity and gives them permission to say, “I don’t know, let’s find out.”

Further, a monthly module that teaches children how to design and execute valid and meaningful experiments. Imagine children who learn the skill of asking a question, proposing a hypothesis, designing an experiment, gathering the data, and then reaching a conclusion.

Module 4: Persistence/Grit

Doing anything big, bold, and significant in life is hard work. You can’t just give up when the going gets rough. The mindset of persistence, of grit, is a learned behavior I believe can be taught at an early age, especially when it’s tied to pursuing a child’s passion.

I imagine a curriculum that, each week, studies the career of a great entrepreneur and highlights their story of persistence. It would highlight the individuals and companies that stuck with it, iterated, and ultimately succeeded.

Further, I imagine a module that combines persistence and experimentation in gameplay, such as that found in Dean Kamen’s FIRST LEGO league, where 4th graders (and up) research a real-world problem such as food safety, recycling, energy, and so on, and are challenged to develop a solution. They also must design, build, and program a robot using LEGO MINDSTORMS®, then compete on a tabletop playing field.

Module 5: Technology Exposure

In a world of rapidly accelerating technology, understanding how technologies work, what they do, and their potential for benefiting society is, in my humble opinion, critical to a child’s future. Technology and coding (more on this below) are the new “lingua franca” of tomorrow.

In this module, I imagine teaching (age appropriate) kids through play and demonstration. Giving them an overview of exponential technologies such as computation, sensors, networks, artificial intelligence, digital manufacturing, genetic engineering, augmented/virtual reality, and robotics, to name a few. This module is not about making a child an expert in any technology, it’s more about giving them the language of these new tools, and conceptually an overview of how they might use such a technology in the future. The goal here is to get them excited, give them demonstrations that make the concepts stick, and then to let their imaginations run.

Module 6: Empathy

Empathy, defined as “the ability to understand and share the feelings of another,” has been recognized as one of the most critical skills for our children today. And while there has been much written, and great practices for instilling this at home and in school, today’s new tools accelerate this.

Virtual reality isn’t just about video games anymore. Artists, activists, and journalists now see the technology’s potential to be an empathy engine, one that can shine spotlights on everything from the Ebola epidemic to what it’s like to live in Gaza. And Jeremy Bailenson has been at the vanguard of investigating VR’s power for good.

For more than a decade, Bailenson’s lab at Stanford has been studying how VR can make us better people. Through the power of VR, volunteers at the lab have felt what it is like to be Superman (to see if it makes them more helpful), a cow (to reduce meat consumption), and even a coral (to learn about ocean acidification).

Silly as they might seem, these sorts of VR scenarios could be more effective than the traditional public service ad at making people behave. Afterwards, they waste less paper. They save more money for retirement. They’re nicer to the people around them. And this could have consequences in terms of how we teach and train everyone from cliquey teenagers to high court judges.

Module 7: Ethics/Moral Dilemmas

Related to empathy, and equally important, is the goal of infusing kids with a moral compass. Over a year ago, I toured a special school created by Elon Musk (the Ad Astra school) for his five boys (age 9 to 14). One element that is persistent in that small school of under 40 kids is the conversation about ethics and morals, a conversation manifested by debating real-world scenarios that our kids may one day face.

Here’s an example of the sort of gameplay/roleplay that I heard about at Ad Astra, that might be implemented in a module on morals and ethics. Imagine a small town on a lake, in which the majority of the town is employed by a single factory. But that factory has been polluting the lake and killing all the life. What do you do? It’s posed that shutting down the factory would mean that everyone loses their jobs. On the other hand, keeping the factory open means the lake is destroyed and the lake dies. This kind of regular and routine conversation/gameplay allows the children to see the world in a critically important fashion.

Module 8: The 3R Basics (Reading, wRiting & aRithmetic)

There’s no question that young children entering kindergarten need the basics of reading, writing, and math. The only question is what’s the best way for them to get it? We all grew up in the classic mode of a teacher at the chalkboard, books, and homework at night. But I would argue that such teaching approaches are long outdated, now replaced with apps, gameplay, and the concept of the flip classroom.

Pioneered by high school teachers Jonathan Bergman and Aaron Sams in 2007, the flipped classroom reverses the sequence of events from that of the traditional classroom.

Students view lecture materials, usually in the form of video lectures, as homework prior to coming to class. In-class time is reserved for activities such as interactive discussions or collaborative work, all performed under the guidance of the teacher.

The benefits are clear:

Students can consume lectures at their own pace, viewing the video again and again until they get the concept, or fast-forwarding if the information is obvious.
The teacher is present while students apply new knowledge. Doing the homework into class time gives teachers insight into which concepts, if any, that their students are struggling with and helps them adjust the class accordingly.
The flipped classroom produces tangible results: 71 percent of teachers who flipped their classes noticed improved grades, and 80 percent reported improved student attitudes as a result.

Module 9: Creative Expression & Improvisation

Every single one of us is creative. It’s human nature to be creative… the thing is that we each might have different ways of expressing our creativity.

We must encourage kids to discover and to develop their creative outlets early. In this module, imagine showing kids the many different ways creativity is expressed, from art to engineering to music to math, and then guiding them as they choose the area (or areas) they are most interested in. Critically, teachers (or parents) can then develop unique lessons for each child based on their interests, thanks to open education resources like YouTube and the Khan Academy. If my child is interested in painting and robots, a teacher or AI could scour the web and put together a custom lesson set from videos/articles where the best painters and roboticists in the world share their skills.

Adapting to change is critical for success, especially in our constantly changing world today. Improvisation is a skill that can be learned, and we need to be teaching it early.

In most collegiate “improv” classes, the core of great improvisation is the “Yes, and…” mindset. When acting out a scene, one actor might introduce a new character or idea, completely changing the context of the scene. It’s critical that the other actors in the scene say “Yes, and…” accept the new reality, then add something new of their own.

Imagine playing similar role-play games in elementary schools, where a teacher gives the students a scene/context and constantly changes variables, forcing them to adapt and play.

Module 10: Coding

Computer science opens more doors for students than any other discipline in today’s world. Learning even the basics will help students in virtually any career, from architecture to zoology.

Coding is an important tool for computer science, in the way that arithmetic is a tool for doing mathematics and words are a tool for English. Coding creates software, but computer science is a broad field encompassing deep concepts that go well beyond coding.

Every 21st century student should also have a chance to learn about algorithms, how to make an app, or how the internet works. Computational thinking allows preschoolers to grasp concepts like algorithms, recursion and heuristics. Even if they don’t understand the terms, they’ll learn the basic concepts.

There are more than 500,000 open jobs in computing right now, representing the number one source of new wages in the US, and these jobs are projected to grow at twice the rate of all other jobs.

Coding is fun! Beyond the practical reasons for learning how to code, there’s the fact that creating a game or animation can be really fun for kids.

Module 11: Entrepreneurship & Sales

At its core, entrepreneurship is about identifying a problem (an opportunity), developing a vision on how to solve it, and working with a team to turn that vision into reality. I mentioned Elon’s school, Ad Astra: here, again, entrepreneurship is a core discipline where students create and actually sell products and services to each other and the school community.

You could recreate this basic exercise with a group of kids in lots of fun ways to teach them the basic lessons of entrepreneurship.

Related to entrepreneurship is sales. In my opinion, we need to be teaching sales to every child at an early age. Being able to “sell” an idea (again related to storytelling) has been a critical skill in my career, and it is a competency that many people simply never learned.

The lemonade stand has been a classic, though somewhat meager, lesson in sales from past generations, where a child sits on a street corner and tries to sell homemade lemonade for $0.50 to people passing by. I’d suggest we step the game up and take a more active approach in gamifying sales, and maybe having the classroom create a Kickstarter, Indiegogo or GoFundMe campaign. The experience of creating a product or service and successfully selling it will create an indelible memory and give students the tools to change the world.

Module 12: Language

A little over a year ago, I spent a week in China meeting with parents whose focus on kids’ education is extraordinary. One of the areas I found fascinating is how some of the most advanced parents are teaching their kids new languages: through games. On the tablet, the kids are allowed to play games, but only in French. A child’s desire to win fully engages them and drives their learning rapidly.

Beyond games, there’s virtual reality. We know that full immersion is what it takes to become fluent (at least later in life). A semester abroad in France or Italy, and you’ve got a great handle on the language and the culture. But what about for an eight-year-old?

Imagine a module where for an hour each day, the children spend their time walking around Italy in a VR world, hanging out with AI-driven game characters who teach them, engage them, and share the culture and the language in the most personalized and compelling fashion possible.

Exponential Technologies for Our Classrooms
If you’ve attended Abundance 360 or Singularity University, or followed my blogs, you’ll probably agree with me that the way our children will learn is going to fundamentally transform over the next decade.

Here’s an overview of the top five technologies that will reshape the future of education:

Tech 1: Virtual Reality (VR) can make learning truly immersive. Research has shown that we remember 20 percent of what we hear, 30 percent of what we see, and up to 90 percent of what we do or simulate. Virtual reality yields the latter scenario impeccably. VR enables students to simulate flying through the bloodstream while learning about different cells they encounter, or travel to Mars to inspect the surface for life.

To make this a reality, Google Cardboard just launched its Pioneer Expeditions product. Under this program, thousands of schools around the world have gotten a kit containing everything a teacher needs to take his or her class on a virtual trip. While data on VR use in K-12 schools and colleges have yet to be gathered, the steady growth of the market is reflected in the surge of companies (including zSpace, Alchemy VR and Immersive VR Education) solely dedicated to providing schools with packaged education curriculum and content.

Add to VR a related technology called augmented reality (AR), and experiential education really comes alive. Imagine wearing an AR headset that is able to superimpose educational lessons on top of real-world experiences. Interested in botany? As you walk through a garden, the AR headset superimposes the name and details of every plant you see.

Tech 2: 3D Printing is allowing students to bring their ideas to life. Never mind the computer on every desktop (or a tablet for every student), that’s a given. In the near future, teachers and students will want or have a 3D printer on the desk to help them learn core science, technology, engineering and mathematics (STEM) principles. Bre Pettis, of MakerBot Industries, in a grand but practical vision, sees a 3D printer on every school desk in America. “Imagine if you had a 3D printer instead of a LEGO set when you were a kid; what would life be like now?” asks Mr. Pettis. You could print your own mini-figures, your own blocks, and you could iterate on new designs as quickly as your imagination would allow. MakerBots are now in over 5,000 K-12 schools across the US.

Taking this one step further, you could imagine having a 3D file for most entries in Wikipedia, allowing you to print out and study an object you can only read about or visualize in VR.

Tech 3: Sensors & Networks. An explosion of sensors and networks are going to connect everyone at gigabit speeds, making access to rich video available at all times. At the same time, sensors continue to miniaturize and reduce in power, becoming embedded in everything. One benefit will be the connection of sensor data with machine learning and AI (below), such that knowledge of a child’s attention drifting, or confusion, can be easily measured and communicated. The result would be a representation of the information through an alternate modality or at a different speed.

Tech 4: Machine Learning is making learning adaptive and personalized. No two students are identical—they have different modes of learning (by reading, seeing, hearing, doing), come from different educational backgrounds, and have different intellectual capabilities and attention spans. Advances in machine learning and the surging adaptive learning movement are seeking to solve this problem. Companies like Knewton and Dreambox have over 15 million students on their respective adaptive learning platforms. Soon, every education application will be adaptive, learning how to personalize the lesson for a specific student. There will be adaptive quizzing apps, flashcard apps, textbook apps, simulation apps and many more.

Tech 5: Artificial Intelligence or “An AI Teaching Companion.” Neil Stephenson’s book The Diamond Age presents a fascinating piece of educational technology called “A Young Lady’s Illustrated Primer.”

As described by Beat Schwendimann, “The primer is an interactive book that can answer a learner’s questions (spoken in natural language), teach through allegories that incorporate elements of the learner’s environment, and presents contextual just-in-time information.

“The primer includes sensors that monitor the learner’s actions and provide feedback. The learner is in a cognitive apprenticeship with the book: The primer models a certain skill (through allegorical fairy tale characters), which the learner then imitates in real life.

“The primer follows a learning progression with increasingly more complex tasks. The educational goals of the primer are humanist: To support the learner to become a strong and independently thinking person.”

The primer, an individualized AI teaching companion is the result of technological convergence and is beautifully described by YouTuber CGP Grey in his video: Digital Aristotle: Thoughts on the Future of Education.

Your AI companion will have unlimited access to information on the cloud and will deliver it at the optimal speed to each student in an engaging, fun way. This AI will demonetize and democratize education, be available to everyone for free (just like Google), and offering the best education to the wealthiest and poorest children on the planet equally.

This AI companion is not a tutor who spouts facts, figures and answers, but a player on the side of the student, there to help him or her learn, and in so doing, learn how to learn better. The AI is always alert, watching for signs of frustration and boredom that may precede quitting, for signs of curiosity or interest that tend to indicate active exploration, and for signs of enjoyment and mastery, which might indicate a successful learning experience.

Ultimately, we’re heading towards a vastly more educated world. We are truly living during the most exciting time to be alive.

Mindsets for the 21st Century
Finally, it’s important for me to discuss mindsets. How we think about the future colors how we learn and what we do. I’ve written extensively about the importance of an abundance and exponential mindset for entrepreneurs and CEOs. I also think that attention to mindset in our elementary schools, when a child is shaping the mental “operating system” for the rest of their life, is even more important.

As such, I would recommend that a school adopt a set of principles that teach and promote a number of mindsets in the fabric of their programs.

Many “mindsets” are important to promote. Here are a couple to consider:

Nurturing Optimism & An Abundance Mindset:
We live in a competitive world, and kids experience a significant amount of pressure to perform. When they fall short, they feel deflated. We all fail at times; that’s part of life. If we want to raise “can-do” kids who can work through failure and come out stronger for it, it’s wise to nurture optimism. Optimistic kids are more willing to take healthy risks, are better problem-solvers, and experience positive relationships. You can nurture optimism in your school by starting each day by focusing on gratitude (what each child is grateful for), or a “positive focus” in which each student takes 30 seconds to talk about what they are most excited about, or what recent event was positively impactful to them. (NOTE: I start every meeting inside my Strike Force team with a positive focus.)

Finally, helping students understand (through data and graphs) that the world is in fact getting better (see my first book: Abundance: The Future is Better Than You Think) will help them counter the continuous flow of negative news flowing through our news media.

When kids feel confident in their abilities and excited about the world, they are willing to work harder and be more creative.

Tolerance for Failure:
Tolerating failure is a difficult lesson to learn and a difficult lesson to teach. But it is critically important to succeeding in life.

Astro Teller, who runs Google’s innovation branch “X,” talks a lot about encouraging failure. At X, they regularly try to “kill” their ideas. If they are successful in killing an idea, and thus “failing,” they save lots of time, money and resources. The ideas they can’t kill survive and develop into billion-dollar businesses. The key is that each time an idea is killed, Astro rewards the team, literally, with cash bonuses. Their failure is celebrated and they become a hero.

This should be reproduced in the classroom: kids should try to be critical of their best ideas (learn critical thinking), then they should be celebrated for ‘successfully failing,’ perhaps with cake, balloons, confetti, and lots of Silly String.

Join Me & Get Involved!
Abundance Digital Online Community: I have created a Digital/Online community of bold, abundance-minded entrepreneurs called Abundance Digital. This is my ‘onramp’ for exponential entrepreneurs – those who want to get involved and play at a higher level. Click here to learn more.

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Posted in Human Robots

#432512 How Will Merging Minds and Machines ...

One of the most exciting and frightening outcomes of technological advancement is the potential to merge our minds with machines. If achieved, this would profoundly boost our cognitive capabilities. More importantly, however, it could be a revolution in human identity, emotion, spirituality, and self-awareness.

Brain-machine interface technology is already being developed by pioneers and researchers around the globe. It’s still early and today’s tech is fairly rudimentary, but it’s a fast-moving field, and some believe it will advance faster than generally expected. Futurist Ray Kurzweil has predicted that by the 2030s we will be able to connect our brains to the internet via nanobots that will “provide full-immersion virtual reality from within the nervous system, provide direct brain-to-brain communication over the internet, and otherwise greatly expand human intelligence.” Even if the advances are less dramatic, however, they’ll have significant implications.

How might this technology affect human consciousness? What about its implications on our sentience, self-awareness, or subjective experience of our illusion of self?

Consciousness can be hard to define, but a holistic definition often encompasses many of our most fundamental capacities, such as wakefulness, self-awareness, meta-cognition, and sense of agency. Beyond that, consciousness represents a spectrum of awareness, as seen across various species of animals. Even humans experience different levels of existential awareness.

From psychedelics to meditation, there are many tools we already use to alter and heighten our conscious experience, both temporarily and permanently. These tools have been said to contribute to a richer life, with the potential to bring experiences of beauty, love, inner peace, and transcendence. Relatively non-invasive, these tools show us what a seemingly minor imbalance of neurochemistry and conscious internal effort can do to the subjective experience of being human.

Taking this into account, what implications might emerging brain-machine interface technologies have on the “self”?

The Tools for Self-Transcendence
At the basic level, we are currently seeing the rise of “consciousness hackers” using techniques like non-invasive brain stimulation through EEG, nutrition, virtual reality, and ecstatic experiences to create environments for heightened consciousness and self-awareness. In Stealing Fire, Steven Kotler and Jamie Wheal explore this trillion-dollar altered-states economy and how innovators and thought leaders are “harnessing rare and controversial states of consciousness to solve critical challenges and outperform the competition.” Beyond enhanced productivity, these altered states expose our inner potential and give us a glimpse of a greater state of being.

Expanding consciousness through brain augmentation and implants could one day be just as accessible. Researchers are working on an array of neurotechnologies as simple and non-invasive as electrode-based EEGs to invasive implants and techniques like optogenetics, where neurons are genetically reprogrammed to respond to pulses of light. We’ve already connected two brains via the internet, allowing the two to communicate, and future-focused startups are researching the possibilities too. With an eye toward advanced brain-machine interfaces, last year Elon Musk unveiled Neuralink, a company whose ultimate goal is to merge the human mind with AI through a “neural lace.”

Many technologists predict we will one day merge with and, more speculatively, upload our minds onto machines. Neuroscientist Kenneth Hayworth writes in Skeptic magazine, “All of today’s neuroscience models are fundamentally computational by nature, supporting the theoretical possibility of mind-uploading.” This might include connecting with other minds using digital networks or even uploading minds onto quantum computers, which can be in multiple states of computation at a given time.

In their book Evolving Ourselves, Juan Enriquez and Steve Gullans describe a world where evolution is no longer driven by natural processes. Instead, it is driven by human choices, through what they call unnatural selection and non-random mutation. With advancements in genetic engineering, we are indeed seeing evolution become an increasingly conscious process with an accelerated pace. This could one day apply to the evolution of our consciousness as well; we would be using our consciousness to expand our consciousness.

What Will It Feel Like?
We may be able to come up with predictions of the impact of these technologies on society, but we can only wonder what they will feel like subjectively.

It’s hard to imagine, for example, what our stream of consciousness will feel like when we can process thoughts and feelings 1,000 times faster, or how artificially intelligent brain implants will impact our capacity to love and hate. What will the illusion of “I” feel like when our consciousness is directly plugged into the internet? Overall, what impact will the process of merging with technology have on the subjective experience of being human?

The Evolution of Consciousness
In The Future Evolution of Consciousness, Thomas Lombardo points out, “We are a journey rather than a destination—a chapter in the evolutionary saga rather than a culmination. Just as probable, there will also be a diversification of species and types of conscious minds. It is also very likely that new psychological capacities, incomprehensible to us, will emerge as well.”

Humans are notorious for fearing the unknown. For any individual who has never experienced an altered state, be it spiritual or psychedelic-induced, it is difficult to comprehend the subjective experience of that state. It is why many refer to their first altered-state experience as “waking up,” wherein they didn’t even realize they were asleep.

Similarly, exponential neurotechnology represents the potential of a higher state of consciousness and a range of experiences that are unimaginable to our current default state.

Our capacity to think and feel is set by the boundaries of our biological brains. To transform and expand these boundaries is to transform and expand the first-hand experience of consciousness. Emerging neurotechnology may end up providing the awakening our species needs.

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Posted in Human Robots

#432303 What If the AI Revolution Is Neither ...

Why does everyone assume that the AI revolution will either lead to a fiery apocalypse or a glorious utopia, and not something in between? Of course, part of this is down to the fact that you get more attention by saying “The end is nigh!” or “Utopia is coming!”

But part of it is down to how humans think about change, especially unprecedented change. Millenarianism doesn’t have anything to do with being a “millennial,” being born in the 90s and remembering Buffy the Vampire Slayer. It is a way of thinking about the future that involves a deeply ingrained sense of destiny. A definition might be: “Millenarianism is the expectation that the world as it is will be destroyed and replaced with a perfect world, that a redeemer will come to cast down the evil and raise up the righteous.”

Millenarian beliefs, then, intimately link together the ideas of destruction and creation. They involve the idea of a huge, apocalyptic, seismic shift that will destroy the fabric of the old world and create something entirely new. Similar belief systems exist in many of the world’s major religions, and also the unspoken religion of some atheists and agnostics, which is a belief in technology.

Look at some futurist beliefs around the technological Singularity. In Ray Kurzweil’s vision, the Singularity is the establishment of paradise. Everyone is rendered immortal by biotechnology that can cure our ills; our brains can be uploaded to the cloud; inequality and suffering wash away under the wave of these technologies. The “destruction of the world” is replaced by a Silicon Valley buzzword favorite: disruption. And, as with many millenarian beliefs, your mileage varies on whether this destruction paves the way for a new utopia—or simply ends the world.

There are good reasons to be skeptical and interrogative towards this way of thinking. The most compelling reason is probably that millenarian beliefs seem to be a default mode of how humans think about change; just look at how many variants of this belief have cropped up all over the world.

These beliefs are present in aspects of Christian theology, although they only really became mainstream in their modern form in the 19th and 20th centuries. Ideas like the Tribulations—many years of hardship and suffering—before the Rapture, when the righteous will be raised up and the evil punished. After this destruction, the world will be made anew, or humans will ascend to paradise.

Despite being dogmatically atheist, Marxism has many of the same beliefs. It is all about a deterministic view of history that builds to a crescendo. In the same way as Rapture-believers look for signs that prophecies are beginning to be fulfilled, so Marxists look for evidence that we’re in the late stages of capitalism. They believe that, inevitably, society will degrade and degenerate to a breaking point—just as some millenarian Christians do.

In Marxism, this is when the exploitation of the working class by the rich becomes unsustainable, and the working class bands together and overthrows the oppressors. The “tribulation” is replaced by a “revolution.” Sometimes revolutionary figures, like Lenin, or Marx himself, are heralded as messiahs who accelerate the onset of the Millennium; and their rhetoric involves utterly smashing the old system such that a new world can be built. Of course, there is judgment, when the righteous workers take what’s theirs and the evil bourgeoisie are destroyed.

Even Norse mythology has an element of this, as James Hughes points out in his essay in Nick Bostrom’s book Global Catastrophic Risks. Ragnarok involves men and gods being defeated in a final, apocalyptic battle—but because that was a little bleak, they add in the idea that a new earth will arise where the survivors will live in harmony.

Judgement day is a cultural trope, too. Take the ancient Egyptians and their beliefs around the afterlife; the Lord of the underworld, Osiris, weighs the mortal’s heart against a feather. “Should the heart of the deceased prove to be heavy with wrongdoing, it would be eaten by a demon, and the hope of an afterlife vanished.”

Perhaps in the Singularity, something similar goes on. As our technology and hence our power improve, a final reckoning approaches: our hearts, as humans, will be weighed against a feather. If they prove too heavy with wrongdoing—with misguided stupidity, with arrogance and hubris, with evil—then we will fail the test, and we will destroy ourselves. But if we pass, and emerge from the Singularity and all of its threats and promises unscathed, then we will have paradise. And, like the other belief systems, there’s no room for non-believers; all of society is going to be radically altered, whether you want it to be or not, whether it benefits you or leaves you behind. A technological rapture.

It almost seems like every major development provokes this response. Nuclear weapons did, too. Either this would prove the final straw and we’d destroy ourselves, or the nuclear energy could be harnessed to build a better world. People talked at the dawn of the nuclear age about electricity that was “too cheap to meter.” The scientists who worked on the bomb often thought that with such destructive power in human hands, we’d be forced to cooperate and work together as a species.

When we see the same response over and over again to different circumstances, cropping up in different areas, whether it’s science, religion, or politics, we need to consider human biases. We like millenarian beliefs; and so when the idea of artificial intelligence outstripping human intelligence emerges, these beliefs spring up around it.

We don’t love facts. We don’t love information. We aren’t as rational as we’d like to think. We are creatures of narrative. Physicists observe the world and we weave our observations into narrative theories, stories about little billiard balls whizzing around and hitting each other, or space and time that bend and curve and expand. Historians try to make sense of an endless stream of events. We rely on stories: stories that make sense of the past, justify the present, and prepare us for the future.

And as stories go, the millenarian narrative is a brilliant and compelling one. It can lead you towards social change, as in the case of the Communists, or the Buddhist uprisings in China. It can justify your present-day suffering, if you’re in the tribulation. It gives you hope that your life is important and has meaning. It gives you a sense that things are evolving in a specific direction, according to rules—not just randomly sprawling outwards in a chaotic way. It promises that the righteous will be saved and the wrongdoers will be punished, even if there is suffering along the way. And, ultimately, a lot of the time, the millenarian narrative promises paradise.

We need to be wary of the millenarian narrative when we’re considering technological developments and the Singularity and existential risks in general. Maybe this time is different, but we’ve cried wolf many times before. There is a more likely, less appealing story. Something along the lines of: there are many possibilities, none of them are inevitable, and lots of the outcomes are less extreme than you might think—or they might take far longer than you think to arrive. On the surface, it’s not satisfying. It’s so much easier to think of things as either signaling the end of the world or the dawn of a utopia—or possibly both at once. It’s a narrative we can get behind, a good story, and maybe, a nice dream.

But dig a little below the surface, and you’ll find that the millenarian beliefs aren’t always the most promising ones, because they remove human agency from the equation. If you think that, say, the malicious use of algorithms, or the control of superintelligent AI, are serious and urgent problems that are worth solving, you can’t be wedded to a belief system that insists utopia or dystopia are inevitable. You have to believe in the shades of grey—and in your own ability to influence where we might end up. As we move into an uncertain technological future, we need to be aware of the power—and the limitations—of dreams.

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#431899 Darker Still: Black Mirror’s New ...

The key difference between science fiction and fantasy is that science fiction is entirely possible because of its grounding in scientific facts, while fantasy is not. This is where Black Mirror is both an entertaining and terrifying work of science fiction. Created by Charlie Brooker, the anthological series tells cautionary tales of emerging technology that could one day be an integral part of our everyday lives.
While watching the often alarming episodes, one can’t help but recognize the eerie similarities to some of the tech tools that are already abundant in our lives today. In fact, many previous Black Mirror predictions are already becoming reality.
The latest season of Black Mirror was arguably darker than ever. This time, Brooker seemed to focus on the ethical implications of one particular area: neurotechnology.
Emerging Neurotechnology
Warning: The remainder of this article may contain spoilers from Season 4 of Black Mirror.
Most of the storylines from season four revolve around neurotechnology and brain-machine interfaces. They are based in a world where people have the power to upload their consciousness onto machines, have fully immersive experiences in virtual reality, merge their minds with other minds, record others’ memories, and even track what others are thinking, feeling, and doing.
How can all this ever be possible? Well, these capabilities are already being developed by pioneers and researchers globally. Early last year, Elon Musk unveiled Neuralink, a company whose goal is to merge the human mind with AI through a neural lace. We’ve already connected two brains via the internet, allowing one brain to communicate with another. Various research teams have been able to develop mechanisms for “reading minds” or reconstructing memories of individuals via devices. The list goes on.
With many of the technologies we see in Black Mirror it’s not a question of if, but when. Futurist Ray Kurzweil has predicted that by the 2030s we will be able to upload our consciousness onto the cloud via nanobots that will “provide full-immersion virtual reality from within the nervous system, provide direct brain-to-brain communication over the internet, and otherwise greatly expand human intelligence.” While other experts continue to challenge Kurzweil on the exact year we’ll accomplish this feat, with the current exponential growth of our technological capabilities, we’re on track to get there eventually.
Ethical Questions
As always, technology is only half the conversation. Equally fascinating are the many ethical and moral questions this topic raises.
For instance, with the increasing convergence of artificial intelligence and virtual reality, we have to ask ourselves if our morality from the physical world transfers equally into the virtual world. The first episode of season four, USS Calister, tells the story of a VR pioneer, Robert Daley, who creates breakthrough AI and VR to satisfy his personal frustrations and sexual urges. He uses the DNA of his coworkers (and their children) to re-create them digitally in his virtual world, to which he escapes to torture them, while they continue to be indifferent in the “real” world.
Audiences are left asking themselves: should what happens in the digital world be considered any less “real” than the physical world? How do we know if the individuals in the virtual world (who are ultimately based on algorithms) have true feelings or sentiments? Have they been developed to exhibit characteristics associated with suffering, or can they really feel suffering? Fascinatingly, these questions point to the hard problem of consciousness—the question of if, why, and how a given physical process generates the specific experience it does—which remains a major mystery in neuroscience.
Towards the end of USS Calister, the hostages of Daley’s virtual world attempt to escape through suicide, by committing an act that will delete the code that allows them to exist. This raises yet another mind-boggling ethical question: if we “delete” code that signifies a digital being, should that be considered murder (or suicide, in this case)? Why shouldn’t it? When we murder someone we are, in essence, taking away their capacity to live and to be, without their consent. By unplugging a self-aware AI, wouldn’t we be violating its basic right to live in the same why? Does AI, as code, even have rights?
Brain implants can also have a radical impact on our self-identity and how we define the word “I”. In the episode Black Museum, instead of witnessing just one horror, we get a series of scares in little segments. One of those segments tells the story of a father who attempts to reincarnate the mother of his child by uploading her consciousness into his mind and allowing her to live in his head (essentially giving him multiple personality disorder). In this way, she can experience special moments with their son.
With “no privacy for him, and no agency for her” the good intention slowly goes very wrong. This story raises a critical question: should we be allowed to upload consciousness into limited bodies? Even more, if we are to upload our minds into “the cloud,” at what point do we lose our individuality to become one collective being?
These questions can form the basis of hours of debate, but we’re just getting started. There are no right or wrong answers with many of these moral dilemmas, but we need to start having such discussions.
The Downside of Dystopian Sci-Fi
Like last season’s San Junipero, one episode of the series, Hang the DJ, had an uplifting ending. Yet the overwhelming majority of the stories in Black Mirror continue to focus on the darkest side of human nature, feeding into the pre-existing paranoia of the general public. There is certainly some value in this; it’s important to be aware of the dangers of technology. After all, what better way to explore these dangers before they occur than through speculative fiction?
A big takeaway from every tale told in the series is that the greatest threat to humanity does not come from technology, but from ourselves. Technology itself is not inherently good or evil; it all comes down to how we choose to use it as a society. So for those of you who are techno-paranoid, beware, for it’s not the technology you should fear, but the humans who get their hands on it.
While we can paint negative visions for the future, though, it is also important to paint positive ones. The kind of visions we set for ourselves have the power to inspire and motivate generations. Many people are inherently pessimistic when thinking about the future, and that pessimism in turn can shape their contributions to humanity.
While utopia may not exist, the future of our species could and should be one of solving global challenges, abundance, prosperity, liberation, and cosmic transcendence. Now that would be a thrilling episode to watch.
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#431869 When Will We Finally Achieve True ...

The field of artificial intelligence goes back a long way, but many consider it was officially born when a group of scientists at Dartmouth College got together for a summer, back in 1956. Computers had, over the last few decades, come on in incredible leaps and bounds; they could now perform calculations far faster than humans. Optimism, given the incredible progress that had been made, was rational. Genius computer scientist Alan Turing had already mooted the idea of thinking machines just a few years before. The scientists had a fairly simple idea: intelligence is, after all, just a mathematical process. The human brain was a type of machine. Pick apart that process, and you can make a machine simulate it.
The problem didn’t seem too hard: the Dartmouth scientists wrote, “We think that a significant advance can be made in one or more of these problems if a carefully selected group of scientists work on it together for a summer.” This research proposal, by the way, contains one of the earliest uses of the term artificial intelligence. They had a number of ideas—maybe simulating the human brain’s pattern of neurons could work and teaching machines the abstract rules of human language would be important.
The scientists were optimistic, and their efforts were rewarded. Before too long, they had computer programs that seemed to understand human language and could solve algebra problems. People were confidently predicting there would be a human-level intelligent machine built within, oh, let’s say, the next twenty years.
It’s fitting that the industry of predicting when we’d have human-level intelligent AI was born at around the same time as the AI industry itself. In fact, it goes all the way back to Turing’s first paper on “thinking machines,” where he predicted that the Turing Test—machines that could convince humans they were human—would be passed in 50 years, by 2000. Nowadays, of course, people are still predicting it will happen within the next 20 years, perhaps most famously Ray Kurzweil. There are so many different surveys of experts and analyses that you almost wonder if AI researchers aren’t tempted to come up with an auto reply: “I’ve already predicted what your question will be, and no, I can’t really predict that.”
The issue with trying to predict the exact date of human-level AI is that we don’t know how far is left to go. This is unlike Moore’s Law. Moore’s Law, the doubling of processing power roughly every couple of years, makes a very concrete prediction about a very specific phenomenon. We understand roughly how to get there—improved engineering of silicon wafers—and we know we’re not at the fundamental limits of our current approach (at least, not until you’re trying to work on chips at the atomic scale). You cannot say the same about artificial intelligence.
Common Mistakes
Stuart Armstrong’s survey looked for trends in these predictions. Specifically, there were two major cognitive biases he was looking for. The first was the idea that AI experts predict true AI will arrive (and make them immortal) conveniently just before they’d be due to die. This is the “Rapture of the Nerds” criticism people have leveled at Kurzweil—his predictions are motivated by fear of death, desire for immortality, and are fundamentally irrational. The ability to create a superintelligence is taken as an article of faith. There are also criticisms by people working in the AI field who know first-hand the frustrations and limitations of today’s AI.
The second was the idea that people always pick a time span of 15 to 20 years. That’s enough to convince people they’re working on something that could prove revolutionary very soon (people are less impressed by efforts that will lead to tangible results centuries down the line), but not enough for you to be embarrassingly proved wrong. Of the two, Armstrong found more evidence for the second one—people were perfectly happy to predict AI after they died, although most didn’t, but there was a clear bias towards “15–20 years from now” in predictions throughout history.
Measuring Progress
Armstrong points out that, if you want to assess the validity of a specific prediction, there are plenty of parameters you can look at. For example, the idea that human-level intelligence will be developed by simulating the human brain does at least give you a clear pathway that allows you to assess progress. Every time we get a more detailed map of the brain, or successfully simulate another part of it, we can tell that we are progressing towards this eventual goal, which will presumably end in human-level AI. We may not be 20 years away on that path, but at least you can scientifically evaluate the progress.
Compare this to those that say AI, or else consciousness, will “emerge” if a network is sufficiently complex, given enough processing power. This might be how we imagine human intelligence and consciousness emerged during evolution—although evolution had billions of years, not just decades. The issue with this is that we have no empirical evidence: we have never seen consciousness manifest itself out of a complex network. Not only do we not know if this is possible, we cannot know how far away we are from reaching this, as we can’t even measure progress along the way.
There is an immense difficulty in understanding which tasks are hard, which has continued from the birth of AI to the present day. Just look at that original research proposal, where understanding human language, randomness and creativity, and self-improvement are all mentioned in the same breath. We have great natural language processing, but do our computers understand what they’re processing? We have AI that can randomly vary to be “creative,” but is it creative? Exponential self-improvement of the kind the singularity often relies on seems far away.
We also struggle to understand what’s meant by intelligence. For example, AI experts consistently underestimated the ability of AI to play Go. Many thought, in 2015, it would take until 2027. In the end, it took two years, not twelve. But does that mean AI is any closer to being able to write the Great American Novel, say? Does it mean it’s any closer to conceptually understanding the world around it? Does it mean that it’s any closer to human-level intelligence? That’s not necessarily clear.
Not Human, But Smarter Than Humans
But perhaps we’ve been looking at the wrong problem. For example, the Turing test has not yet been passed in the sense that AI cannot convince people it’s human in conversation; but of course the calculating ability, and perhaps soon the ability to perform other tasks like pattern recognition and driving cars, far exceed human levels. As “weak” AI algorithms make more decisions, and Internet of Things evangelists and tech optimists seek to find more ways to feed more data into more algorithms, the impact on society from this “artificial intelligence” can only grow.
It may be that we don’t yet have the mechanism for human-level intelligence, but it’s also true that we don’t know how far we can go with the current generation of algorithms. Those scary surveys that state automation will disrupt society and change it in fundamental ways don’t rely on nearly as many assumptions about some nebulous superintelligence.
Then there are those that point out we should be worried about AI for other reasons. Just because we can’t say for sure if human-level AI will arrive this century, or never, it doesn’t mean we shouldn’t prepare for the possibility that the optimistic predictors could be correct. We need to ensure that human values are programmed into these algorithms, so that they understand the value of human life and can act in “moral, responsible” ways.
Phil Torres, at the Project for Future Human Flourishing, expressed it well in an interview with me. He points out that if we suddenly decided, as a society, that we had to solve the problem of morality—determine what was right and wrong and feed it into a machine—in the next twenty years…would we even be able to do it?
So, we should take predictions with a grain of salt. Remember, it turned out the problems the AI pioneers foresaw were far more complicated than they anticipated. The same could be true today. At the same time, we cannot be unprepared. We should understand the risks and take our precautions. When those scientists met in Dartmouth in 1956, they had no idea of the vast, foggy terrain before them. Sixty years later, we still don’t know how much further there is to go, or how far we can go. But we’re going somewhere.
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