What about “Keep studying and learning in the hopes that (a) I’m totally wrong about AGI timelines and/or (b) government steps in and prevents AGI from being built for another decade or so?”
What about “Get organized, start advocating to make b happen?”
I’m on the PauseAI discord in part to expose my students to that level of coordinated planning and direct action.
My Simulacra Level 1 perspective is that most students generally benefit from being in school. While some of that benefit comes from way-down-stream consequences (thankfully, I took an EE class in in 1983..:), a vast majority of the positive benefits happen in the immediate-term.
”Keep studying and learning” is a Simulacra Level 2 admonition that helps maintain the benefits I truly believe are there. (Yes, there are lots of problems in lots of schools. I can only ever speak in aggregates here).
Importantly, a significant number of adolescent problems come from antagonistic relationships between children and theri parents/caregivers. If those adults are supportive of a student leaving school , then I would happily hand them a copy of Blake Boles “College Without High School” ( https://www.blakeboles.com/cwhs/ ). If the adults are insistent on normal “go everyday” school, I think the negative consequences from that fight will most often dominate the positive changes.
What are your thoughts on skills that the government has too much control over? For example If we get ASI in 2030 do you imagine that a doctor will be obsolete in 2032 or will the current regulatory environment still be relevant ?
And how much of this is determined by “labs have now concentrated so much power that governments are obsolete”.
If we get ASI in 2030, all humans will be economically and militarily obsolete in 2030, and probably politically obsolete too (though if alignment was solved then the ASIs would be acting on behalf of the values and intentions of at least some humans). The current regulatory regime will be irrelevant. ASI is powerful.
Gotcha. A tough situation to be in.
What about “Keep studying and learning in the hopes that (a) I’m totally wrong about AGI timelines and/or (b) government steps in and prevents AGI from being built for another decade or so?”
What about “Get organized, start advocating to make b happen?”
I’m on the PauseAI discord in part to expose my students to that level of coordinated planning and direct action.
My Simulacra Level 1 perspective is that most students generally benefit from being in school. While some of that benefit comes from way-down-stream consequences (thankfully, I took an EE class in in 1983..:), a vast majority of the positive benefits happen in the immediate-term.
”Keep studying and learning” is a Simulacra Level 2 admonition that helps maintain the benefits I truly believe are there. (Yes, there are lots of problems in lots of schools. I can only ever speak in aggregates here).
Importantly, a significant number of adolescent problems come from antagonistic relationships between children and theri parents/caregivers. If those adults are supportive of a student leaving school , then I would happily hand them a copy of Blake Boles “College Without High School” ( https://www.blakeboles.com/cwhs/ ). If the adults are insistent on normal “go everyday” school, I think the negative consequences from that fight will most often dominate the positive changes.
What are your thoughts on skills that the government has too much control over? For example If we get ASI in 2030 do you imagine that a doctor will be obsolete in 2032 or will the current regulatory environment still be relevant ?
And how much of this is determined by “labs have now concentrated so much power that governments are obsolete”.
If we get ASI in 2030, all humans will be economically and militarily obsolete in 2030, and probably politically obsolete too (though if alignment was solved then the ASIs would be acting on behalf of the values and intentions of at least some humans). The current regulatory regime will be irrelevant. ASI is powerful.