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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.
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By the end of 2018, something will be very different about the harbor area in the northern Chinese city of Caofeidian. If you were to visit, the whirring cranes and tractors driving containers to and fro would be the only things in sight.
Caofeidian is set to become the world’s first fully autonomous harbor by the end of the year. The US-Chinese startup TuSimple, a specialist in developing self-driving trucks, will replace human-driven terminal tractor-trucks with 20 self-driving models. A separate company handles crane automation, and a central control system will coordinate the movements of both.
According to Robert Brown, Director of Public Affairs at TuSimple, the project could quickly transform into a much wider trend. “The potential for automating systems in harbors and ports is staggering when considering the number of deep-water and inland ports around the world. At the same time, the closed, controlled nature of a port environment makes it a perfect proving ground for autonomous truck technology,” he said.
The autonomous cranes and trucks have a big task ahead of them. Caofeidian currently processes around 300,000 TEU containers a year. Even if you were dealing with Lego bricks, that number of units would get you a decent-sized cathedral or a 22-foot-long aircraft carrier. For any maritime fans—or people who enjoy the moving of heavy objects—TEU stands for twenty-foot equivalent unit. It is the industry standard for containers. A TEU equals an 8-foot (2.43 meter) wide, 8.5-foot (2.59 meter) high, and 20-foot (6.06 meter) long container.
While impressive, the Caofeidian number pales in comparison with the biggest global ports like Shanghai, Singapore, Busan, or Rotterdam. For example, 2017 saw more than 40 million TEU moved through Shanghai port facilities.
Self-driving container vehicles have been trialled elsewhere, including in Yangshan, close to Shanghai, and Rotterdam. Qingdao New Qianwan Container Terminal in China recently laid claim to being the first fully automated terminal in Asia.
The potential for efficiencies has many ports interested in automation. Qingdao said its systems allow the terminal to operate in complete darkness and have reduced labor costs by 70 percent while increasing efficiency by 30 percent. In some cases, the number of workers needed to unload a cargo ship has gone from 60 to 9.
TuSimple says it is in negotiations with several other ports and also sees potential in related logistics-heavy fields.
Stable Testing Ground
For autonomous vehicles, ports seem like a perfect testing ground. They are restricted, confined areas with few to no pedestrians where operating speeds are limited. The predictability makes it unlike, say, city driving.
Robert Brown describes it as an ideal setting for the first adaptation of TuSimple’s technology. The company, which, amongst others, is backed by chipmaker Nvidia, have been retrofitting existing vehicles from Shaanxi Automobile Group with sensors and technology.
At the same time, it is running open road tests in Arizona and China of its Class 8 Level 4 autonomous trucks.
The Camera Approach
Dozens of autonomous truck startups are reported to have launched in China over the past two years. In other countries the situation is much the same, as the race for the future of goods transportation heats up. Startup companies like Embark, Einride, Starsky Robotics, and Drive.ai are just a few of the names in the space. They are facing competition from the likes of Tesla, Daimler, VW, Uber’s Otto subsidiary, and in March, Waymo announced it too was getting into the truck race.
Compared to many of its competitors, TuSimple’s autonomous driving system is based on a different approach. Instead of laser-based radar (LIDAR), TuSimple primarily uses cameras to gather data about its surroundings. Currently, the company uses ten cameras, including forward-facing, backward-facing, and wide-lens. Together, they produce the 360-degree “God View” of the vehicle’s surroundings, which is interpreted by the onboard autonomous driving systems.
Each camera gathers information at 30 frames a second. Millimeter wave radar is used as a secondary sensor. In total, the vehicles generate what Robert Brown describes with a laugh as “almost too much” data about its surroundings and is accurate beyond 300 meters in locating and identifying objects. This includes objects that have given LIDAR problems, such as black vehicles.
Another advantage is price. Companies often loathe revealing exact amounts, but Tesla has gone as far as to say that the ‘expected’ price of its autonomous truck will be from $150,0000 and upwards. While unconfirmed, TuSimple’s retrofitted, camera-based solution is thought to cost around $20,000.
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Technology evangelists dream about a future where we’re all liberated from the more mundane aspects of our jobs by artificial intelligence. Other futurists go further, imagining AI will enable us to become superhuman, enhancing our intelligence, abandoning our mortal bodies, and uploading ourselves to the cloud.
Paradise is all very well, although your mileage may vary on whether these scenarios are realistic or desirable. The real question is, how do we get there?
Economist John Maynard Keynes notably argued in favor of active intervention when an economic crisis hits, rather than waiting for the markets to settle down to a more healthy equilibrium in the long run. His rebuttal to critics was, “In the long run, we are all dead.” After all, if it takes 50 years of upheaval and economic chaos for things to return to normality, there has been an immense amount of human suffering first.
Similar problems arise with the transition to a world where AI is intimately involved in our lives. In the long term, automation of labor might benefit the human species immensely. But in the short term, it has all kinds of potential pitfalls, especially in exacerbating inequality within societies where AI takes on a larger role. A new report from the Institute for Public Policy Research has deep concerns about the future of work.
While the report doesn’t foresee the same gloom and doom of mass unemployment that other commentators have considered, the concern is that the gains in productivity and economic benefits from AI will be unevenly distributed. In the UK, jobs that account for £290 billion worth of wages in today’s economy could potentially be automated with current technology. But these are disproportionately jobs held by people who are already suffering from social inequality.
Low-wage jobs are five times more likely to be automated than high-wage jobs. A greater proportion of jobs held by women are likely to be automated. The solution that’s often suggested is that people should simply “retrain”; but if no funding or assistance is provided, this burden is too much to bear. You can’t expect people to seamlessly transition from driving taxis to writing self-driving car software without help. As we have already seen, inequality is exacerbated when jobs that don’t require advanced education (even if they require a great deal of technical skill) are the first to go.
No Room for Beginners
Optimists say algorithms won’t replace humans, but will instead liberate us from the dull parts of our jobs. Lawyers used to have to spend hours trawling through case law to find legal precedents; now AI can identify the most relevant documents for them. Doctors no longer need to look through endless scans and perform diagnostic tests; machines can do this, leaving the decision-making to humans. This boosts productivity and provides invaluable tools for workers.
But there are issues with this rosy picture. If humans need to do less work, the economic incentive is for the boss to reduce their hours. Some of these “dull, routine” parts of the job were traditionally how people getting into the field learned the ropes: paralegals used to look through case law, but AI may render them obsolete. Even in the field of journalism, there’s now software that will rewrite press releases for publication, traditionally something close to an entry-level task. If there are no entry-level jobs, or if entry-level now requires years of training, the result is to exacerbate inequality and reduce social mobility.
Automating Our Biases
The adoption of algorithms into employment has already had negative impacts on equality. Cathy O’Neil, mathematics PhD from Harvard, raises these concerns in her excellent book Weapons of Math Destruction. She notes that algorithms designed by humans often encode the biases of that society, whether they’re racial or based on gender and sexuality.
Google’s search engine advertises more executive-level jobs to users it thinks are male. AI programs predict that black offenders are more likely to re-offend than white offenders; they receive correspondingly longer sentences. It needn’t necessarily be that bias has been actively programmed; perhaps the algorithms just learn from historical data, but this means they will perpetuate historical inequalities.
Take candidate-screening software HireVue, used by many major corporations to assess new employees. It analyzes “verbal and non-verbal cues” of candidates, comparing them to employees that historically did well. Either way, according to Cathy O’Neil, they are “using people’s fear and trust of mathematics to prevent them from asking questions.” With no transparency or understanding of how the algorithm generates its results, and no consensus over who’s responsible for the results, discrimination can occur automatically, on a massive scale.
Combine this with other demographic trends. In rich countries, people are living longer. An increasing burden will be placed on a shrinking tax base to support that elderly population. A recent study said that due to the accumulation of wealth in older generations, millennials stand to inherit more than any previous generation, but it won’t happen until they’re in their 60s. Meanwhile, those with savings and capital will benefit as the economy shifts: the stock market and GDP will grow, but wages and equality will fall, a situation that favors people who are already wealthy.
Even in the most dramatic AI scenarios, inequality is exacerbated. If someone develops a general intelligence that’s near-human or super-human, and they manage to control and monopolize it, they instantly become immensely wealthy and powerful. If the glorious technological future that Silicon Valley enthusiasts dream about is only going to serve to make the growing gaps wider and strengthen existing unfair power structures, is it something worth striving for?
What Makes a Utopia?
We urgently need to redefine our notion of progress. Philosophers worry about an AI that is misaligned—the things it seeks to maximize are not the things we want maximized. At the same time, we measure the development of our countries by GDP, not the quality of life of workers or the equality of opportunity in the society. Growing wealth with increased inequality is not progress.
Some people will take the position that there are always winners and losers in society, and that any attempt to redress the inequalities of our society will stifle economic growth and leave everyone worse off. Some will see this as an argument for a new economic model, based around universal basic income. Any moves towards this will need to take care that it’s affordable, sustainable, and doesn’t lead towards an entrenched two-tier society.
Walter Schiedel’s book The Great Leveller is a huge survey of inequality across all of human history, from the 21st century to prehistoric cave-dwellers. He argues that only revolutions, wars, and other catastrophes have historically reduced inequality: a perfect example is the Black Death in Europe, which (by reducing the population and therefore the labor supply that was available) increased wages and reduced inequality. Meanwhile, our solution to the financial crisis of 2007-8 may have only made the problem worse.
But in a world of nuclear weapons, of biowarfare, of cyberwarfare—a world of unprecedented, complex, distributed threats—the consequences of these “safety valves” could be worse than ever before. Inequality increases the risk of global catastrophe, and global catastrophes could scupper any progress towards the techno-utopia that the utopians dream of. And a society with entrenched inequality is no utopia at all.
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Would you get on a plane that didn’t have a human pilot in the cockpit? Half of air travelers surveyed in 2017 said they would not, even if the ticket was cheaper. Modern pilots do such a good job that almost any air accident is big news, such as the Southwest engine disintegration on April 17.
But stories of pilot drunkenness, rants, fights and distraction, however rare, are reminders that pilots are only human. Not every plane can be flown by a disaster-averting pilot, like Southwest Capt. Tammie Jo Shults or Capt. Chesley “Sully” Sullenberger. But software could change that, equipping every plane with an extremely experienced guidance system that is always learning more.
In fact, on many flights, autopilot systems already control the plane for basically all of the flight. And software handles the most harrowing landings—when there is no visibility and the pilot can’t see anything to even know where he or she is. But human pilots are still on hand as backups.
A new generation of software pilots, developed for self-flying vehicles, or drones, will soon have logged more flying hours than all humans have—ever. By combining their enormous amounts of flight data and experience, drone-control software applications are poised to quickly become the world’s most experienced pilots.
Drones That Fly Themselves
Drones come in many forms, from tiny quad-rotor copter toys to missile-firing winged planes, or even 7-ton aircraft that can stay aloft for 34 hours at a stretch.
When drones were first introduced, they were flown remotely by human operators. However, this merely substitutes a pilot on the ground for one aloft. And it requires significant communications bandwidth between the drone and control center, to carry real-time video from the drone and to transmit the operator’s commands.
Many newer drones no longer need pilots; some drones for hobbyists and photographers can now fly themselves along human-defined routes, leaving the human free to sightsee—or control the camera to get the best view.
University researchers, businesses, and military agencies are now testing larger and more capable drones that will operate autonomously. Swarms of drones can fly without needing tens or hundreds of humans to control them. And they can perform coordinated maneuvers that human controllers could never handle.
Could humans control these 1,218 drones all together?
Whether flying in swarms or alone, the software that controls these drones is rapidly gaining flight experience.
Importance of Pilot Experience
Experience is the main qualification for pilots. Even a person who wants to fly a small plane for personal and noncommercial use needs 40 hours of flying instruction before getting a private pilot’s license. Commercial airline pilots must have at least 1,000 hours before even serving as a co-pilot.
On-the-ground training and in-flight experience prepare pilots for unusual and emergency scenarios, ideally to help save lives in situations like the “Miracle on the Hudson.” But many pilots are less experienced than “Sully” Sullenberger, who saved his planeload of people with quick and creative thinking. With software, though, every plane can have on board a pilot with as much experience—if not more. A popular software pilot system, in use in many aircraft at once, could gain more flight time each day than a single human might accumulate in a year.
As someone who studies technology policy as well as the use of artificial intelligence for drones, cars, robots, and other uses, I don’t lightly suggest handing over the controls for those additional tasks. But giving software pilots more control would maximize computers’ advantages over humans in training, testing, and reliability.
Training and Testing Software Pilots
Unlike people, computers will follow sets of instructions in software the same way every time. That lets developers create instructions, test reactions, and refine aircraft responses. Testing could make it far less likely, for example, that a computer would mistake the planet Venus for an oncoming jet and throw the plane into a steep dive to avoid it.
The most significant advantage is scale: Rather than teaching thousands of individual pilots new skills, updating thousands of aircraft would require only downloading updated software.
These systems would also need to be thoroughly tested—in both real-life situations and in simulations—to handle a wide range of aviation situations and to withstand cyberattacks. But once they’re working well, software pilots are not susceptible to distraction, disorientation, fatigue, or other human impairments that can create problems or cause errors even in common situations.
Rapid Response and Adaptation
Already, aircraft regulators are concerned that human pilots are forgetting how to fly on their own and may have trouble taking over from an autopilot in an emergency.
In the “Miracle on the Hudson” event, for example, a key factor in what happened was how long it took for the human pilots to figure out what had happened—that the plane had flown through a flock of birds, which had damaged both engines—and how to respond. Rather than the approximately one minute it took the humans, a computer could have assessed the situation in seconds, potentially saving enough time that the plane could have landed on a runway instead of a river.
Aircraft damage can pose another particularly difficult challenge for human pilots: It can change what effects the controls have on its flight. In cases where damage renders a plane uncontrollable, the result is often tragedy. A sufficiently advanced automated system could make minute changes to the aircraft’s steering and use its sensors to quickly evaluate the effects of those movements—essentially learning how to fly all over again with a damaged plane.
Boosting Public Confidence
The biggest barrier to fully automated flight is psychological, not technical. Many people may not want to trust their lives to computer systems. But they might come around when reassured that the software pilot has tens, hundreds, or thousands more hours of flight experience than any human pilot.
Other autonomous technologies, too, are progressing despite public concerns. Regulators and lawmakers are allowing self-driving cars on the roads in many states. But more than half of Americans don’t want to ride in one, largely because they don’t trust the technology. And only 17 percent of travelers around the world are willing to board a plane without a pilot. However, as more people experience self-driving cars on the road and have drones deliver them packages, it is likely that software pilots will gain in acceptance.
The airline industry will certainly be pushing people to trust the new systems: Automating pilots could save tens of billions of dollars a year. And the current pilot shortage means software pilots may be the key to having any airline service to smaller destinations.
Both Boeing and Airbus have made significant investments in automated flight technology, which would remove or reduce the need for human pilots. Boeing has actually bought a drone manufacturer and is looking to add software pilot capabilities to the next generation of its passenger aircraft. (Other tests have tried to retrofit existing aircraft with robotic pilots.)
One way to help regular passengers become comfortable with software pilots—while also helping to both train and test the systems—could be to introduce them as co-pilots working alongside human pilots. Planes would be operated by software from gate to gate, with the pilots instructed to touch the controls only if the system fails. Eventually pilots could be removed from the aircraft altogether, just like they eventually were from the driverless trains that we routinely ride in airports around the world.
This article was originally published on The Conversation. Read the original article.
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Advances in neural implants and genetic engineering suggest that in the not–too–distant future we may be able to boost human intelligence. If that’s true, could we—and should we—bring our animal cousins along for the ride?
Human brain augmentation made headlines last year after several tech firms announced ambitious efforts to build neural implant technology. Duke University neuroscientist Mikhail Lebedev told me in July it could be decades before these devices have applications beyond the strictly medical.
But he said the technology, as well as other pharmacological and genetic engineering approaches, will almost certainly allow us to boost our mental capacities at some point in the next few decades.
Whether this kind of cognitive enhancement is a good idea or not, and how we should regulate it, are matters of heated debate among philosophers, futurists, and bioethicists, but for some it has raised the question of whether we could do the same for animals.
There’s already tantalizing evidence of the idea’s feasibility. As detailed in BBC Future, a group from MIT found that mice that were genetically engineered to express the human FOXP2 gene linked to learning and speech processing picked up maze routes faster. Another group at Wake Forest University studying Alzheimer’s found that neural implants could boost rhesus monkeys’ scores on intelligence tests.
The concept of “animal uplift” is most famously depicted in the Planet of the Apes movie series, whose planet–conquering protagonists are likely to put most people off the idea. But proponents are less pessimistic about the outcomes.
Science fiction author David Brin popularized the concept in his “Uplift” series of novels, in which humans share the world with various other intelligent animals that all bring their own unique skills, perspectives, and innovations to the table. “The benefits, after a few hundred years, could be amazing,” he told Scientific American.
Others, like George Dvorsky, the director of the Rights of Non-Human Persons program at the Institute for Ethics and Emerging Technologies, go further and claim there is a moral imperative. He told the Boston Globe that denying augmentation technology to animals would be just as unethical as excluding certain groups of humans.
Others are less convinced. Forbes’ Alex Knapp points out that developing the technology to uplift animals will likely require lots of very invasive animal research that will cause huge suffering to the animals it purports to help. This is problematic enough with normal animals, but could be even more morally dubious when applied to ones whose cognitive capacities have been enhanced.
The whole concept could also be based on a fundamental misunderstanding of the nature of intelligence. Humans are prone to seeing intelligence as a single, self-contained metric that progresses in a linear way with humans at the pinnacle.
In an opinion piece in Wired arguing against the likelihood of superhuman artificial intelligence, Kevin Kelly points out that science has no such single dimension with which to rank the intelligence of different species. Each one combines a bundle of cognitive capabilities, some of which are well below our own capabilities and others which are superhuman. He uses the example of the squirrel, which can remember the precise location of thousands of acorns for years.
Uplift efforts may end up being less about boosting intelligence and more about making animals more human-like. That represents “a kind of benevolent colonialism” that assumes being more human-like is a good thing, Paul Graham Raven, a futures researcher at the University of Sheffield in the United Kingdom, told the Boston Globe. There’s scant evidence that’s the case, and it’s easy to see how a chimpanzee with the mind of a human might struggle to adjust.
There are also fundamental barriers that may make it difficult to achieve human-level cognitive capabilities in animals, no matter how advanced brain augmentation technology gets. In 2013 Swedish researchers selectively bred small fish called guppies for bigger brains. This made them smarter, but growing the energy-intensive organ meant the guppies developed smaller guts and produced fewer offspring to compensate.
This highlights the fact that uplifting animals may require more than just changes to their brains, possibly a complete rewiring of their physiology that could prove far more technically challenging than human brain augmentation.
Our intelligence is intimately tied to our evolutionary history—our brains are bigger than other animals’; opposable thumbs allow us to use tools; our vocal chords make complex communication possible. No matter how much you augment a cow’s brain, it still couldn’t use a screwdriver or talk to you in English because it simply doesn’t have the machinery.
Finally, from a purely selfish point of view, even if it does become possible to create a level playing field between us and other animals, it may not be a smart move for humanity. There’s no reason to assume animals would be any more benevolent than we are, having evolved in the same ‘survival of the fittest’ crucible that we have. And given our already endless capacity to divide ourselves along national, religious, or ethnic lines, conflict between species seems inevitable.
We’re already likely to face considerable competition from smart machines in the coming decades if you believe the hype around AI. So maybe adding a few more intelligent species to the mix isn’t the best idea.
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