Comments URL: https://news.ycombinator.com/item?id=45977629

Points: 89

# Comments: 14

However, if you don't oppose the general consumption of meat, I don't find the argument against grindadráp compelling. It yields more meat per killed animal than most, and the slaughter itself is arguably no less humane than most commercial meat production (not a high bar, I admit).

In terms of publicity, grindadráp suffers from being inherently more visible than commercial meat production. Personally, I think this is a positive thing. It confronts you with the fact that meat doesn't magically appear in a supermarket freezer - if you want to eat meat, then by definition a living animal has to die. The visibility of grindadráp has prompted conversations with my young son about where meat comes from, and the animal welfare consequences of eating it.

Unfortunately, that also makes it inherently more dangerous. Just a month ago, three tourists went missing at that location. [1]

[1] https://local.fo/three-persons-missing-after-visiting-vagar-...

By participating in the exercise during class. Introducing the cases, facilitating group discussions, and providing academic input when bringing the class back together for a review. I'm not just saying "hey take a look at this or whatever".

> If you're teaching ethics in high school (which it sounds like you are)

Briefly and temporarily. I have no formal pedagogic background. Input appreciated.

> This may sound harsh, but to me it sounds like you've created a non-didactic, busywork exercise.

I may not have elaborated well enough on the context. I'm not creating slop in order to avoid doing work. I'm using the tools available to do more work faster - and sometimes coming across examples or cases that I realized I wouldn't have thought of myself. And, crucially, strictly supervising any and all work that the LLM produces.

If I had infinite time, then I'd happily spend it on meticulously handcrafting materials. But as this thread makes clear, that's a rare luxury in education.

I recently taught a high school equivalent philosophy class, and wanted to design an exercise for my students to allocate a limited number of organs to recipients that were not directly comparable. I asked an LLM to generate recipient profiles for the students to choose between. First pass, the recipients all needed different organs, which kind of ruined the point of the dilemma! I told it so, and second pass was great.

Even with the extra handholding, the LLM made good materials faster than if I would have designed them manually. But if I had trusted it blindly, the materials would have been useless.

No, you should fail them for turning in bad theses, just like you would before AI.

> Only if you were born before it was retrograded which will be less and less likely as time goes on.

I admit my age plays into it. Though I am curious about the role Pluto has in modern primary school, do you know? I understand that it now has the same technical status as Eris et al., but I think it's still a fantastic example of how scientific understanding develops and changes. Not on par with discarding heliocentricity, but a very practical example of ongoing changes still present in our own time.

> As I have no interest in saving American misplaced pride (because let's not kid ourself it's about anything else)

I don't understand how this ties into American pride (nor am I American), what did I miss?

I think people who do are simply not aware that AI is not deterministic the same way a calculator is. I would feel entirely safe signing my name on a mathematical result produced by a calculator (assuming I trusted my own input).