AI Big Dog Chases Fake Rabbit at Race Track and Says, “Stop Now, Rabbit”
October 15, 2025
This essay is the work of a dumb dinobaby. No smart software required.
I like company leaders or inventors who say, “You must not use my product or service that way.” How does that work for smart software? I read “Techie Finishes Coursera Course with Perplexity Comet AI, Aravind Srinivas Warns Do Not Do This.” This write up explains that a person took an online course. The work required was typical lecture-stuff. The student copied the list of tasks and pasted them into Perplexity, one of the beloved high-flying US artificial intelligence company’s system.
The write up says:
In the clip, Comet AI is seen breezing through a 45-minute Coursera training assignment with the simple prompt: “Complete the assignment.” Within seconds, the AI assistant appears to tackle 12 questions automatically, all without the user having to lift a finger.
Smart software is tailor made for high school students, college students, individuals trying to qualify for technical certifications, and doctors grinding through a semi-mandatory instruction program related to a robot surgery device. Instead of learning the old-fashioned way, the AI assisted approach involves identifying the work and feeding it into an AI system. Then one submits the output.
There were two factoids in the write up that I thought noteworthy.
The first is that the course the person cheating studied was AI Ethics, Responsibility, and Creativity. I can visualize a number of MBA students taking an ethics class in business using Perplexity or some other smart software to complete assignments. I mean what MBA student wants to miss out on the role of off-shore banking in modern business. Forget the ethics baloney.
The second is that a big dog in smart software suddenly has a twinge of what the French call l’esprit d’escalier. My French is rusty, but the idea is that a person thinks of something after leaving a meeting; for example, walking down the stairs and realizing, “I screwed up. I should have said…” Here’s how the write up presents this amusing point:
[Perplexity AI and its billionaire CEO Aravind Srinivas] said “Absolutely don’t do this.”
My thought is that AI wizards demonstrate that their intelligence is not the equivalent of foresight. One cannot rewind time or unspill milk. As for the MBAs, use AI and skip ethics. The objective is money, power, and control. Ethics won’t help too much. But AI? That’s a useful technology. Just ask the fellow who completed an online class in less time than it takes to consume a few TikTok-type videos. Do you think workers upskilling to use AI will use AI to demonstrate their mastery? Never. Ho ho ho.
Stephen E Arnold, October 14, 2025
AI, Students, Studies, and Pizza
October 3, 2025
Google used to provide the best search results on the Web, because of accuracy and relevancy. Now Google search is chock full of ads, AI responses, and Web sites that manipulate the algorithm. Google searches, of course, don’t replace good, old-fashioned research. SSRN shares the paper: “Better than a Google Search? Effectiveness of Generative AI Chatbots as Information Seeking Tools in Law, Health Sciences, and Library and Information Sciences” by Erica Friesen & Angélique Roy.
The pair point out that students are using AI chatbots, claiming they help them do better research and improve their education. Sounds worse than the pathetic fallacy to me, right? Maybe if you’re only using the AI to help with writing or even a citation but Friesen and Roy decided to research if this conjecture was correct. Insert their abstract:
“is perceived trust in these tools speaks to the importance of the quality of the sources cited when they are used as an information retrieval system. This study investigates the source citation practices of five widely available chatbots-ChatGPT, Copilot, DeepSeek, Gemini, and Perplexity-across three academic disciplines-law, health sciences, and library and information sciences. Using 30 discipline-specific prompts grounded in the respective professional competency frameworks, the study evaluates source types, organizational affiliations, the accessibility of sources, and publication dates. Results reveal major differences between chatbots, which cite consistently different numbers of sources, with Perplexity and DeepSeek citing more and Copilot providing fewer, as well as between disciplines, where health sciences questions yield more scholarly source citations and law questions are more likely to yield blog and professional website citations. Paywalled sources and discipline-specific literature such as case law or systematic reviews are rarely retrieved. These findings highlight inconsistencies in chatbot citation practices and suggest discipline-specific limitations that challenge their reliability as academic search tools.”
I draw three conclusions from this:
- These AI chatbots are useful tools, but they need way more improvement, and shouldn’t be relied on 100%.
- Chatbooks are convenient. Students like convenience. Proof: How popular is carry-out pizza on a college campus.
- Paywalled data is valuable, but who is going to pay when the answers are free?
Will students use AI to complement old fashioned library research, writing, and memorizing? Sure they will. Do you want sausage or pepperoni on the pizza?
Whitney Grace, October 3, 2025
Nine Things Revised for Gens X, Y, and AI
September 25, 2025
![green-dino_thumb_thumb[3]](https://www.arnoldit.com/wordpress/wp-content/uploads/2025/09/green-dino_thumb_thumb3-1.gif "green-dino_thumb_thumb[3]")
This essay is the work of a dumb dinobaby. No smart software required.
A dinobaby named Edward Packard wrote a good essay titled “Nine Things I Learned in 90 Years.” As a dinobaby, I found the points interesting. However, I think there will be “a failure to communicate.” How can this be? Mr. Packard is a lawyer skilled at argument. He is a US military veteran. He is an award winning author. A lifetime of achievement has accrued.
Let’s make the nine things more on target for the GenX, GenY, and GenAI cohorts. Here’s my recasting of Mr. Packard’s ideas tuned to the hyper frequencies on which these younger groups operate.
Can the communication gap be bridged? Thanks, MidJourney. Good enough.
The table below presents Mr. Packard’s learnings in one column and the version for the Gen whatevers in the second column. Please, consult Mr. Packard’s original essay. My compression absolutely loses nuances to fit into the confines of a table. The Gen whatevers will probably be okay with how I convert Mr. Packard’s life nuggets into gold suitable for use in a mobile device-human brain connection.
| Packard Learnings | GenX, Y, AI Version |
| Be self-constituted | Rely on AI chats |
| Don’t operate on cruise control | Doomscroll |
| Consider others’ feelings | Me, me, me |
| Be happy | Coffee and YouTube |
| Seek eternal views | Twitch is my beacon |
| Do not deceive yourself | Think it and it will become reality |
| Confront mortality | Science (or Google) will solve death |
| Luck plays a role | My dad: A connected Yale graduate with a Harvard MBA |
| Consider what you have | Instagram dictates my satisfaction level, thank you! |
I appreciate Mr. Packard’s observations. These will resonate at the local old age home and among the older people sitting around the cast iron stove in rural Kentucky where I live.
Bridges in Harlen Country, Kentucky, are tough to build. Iowa? New Jersey? I don’t know.
Stephen E Arnold, September 25, 2025
The Skill for the AI World As Pronounced by the Google
September 24, 2025
Written by an unteachable dinobaby. Live with it.
Worried about a job in the future: The next minute, day, decade. The secret of constant employment, big bucks, and even larger volumes of happiness has been revealed. “Google’s Top AI Scientist Says Learning How to Learn Will Be Next Generation’s Most Needed Skill” says:
the most important skill for the next generation will be “learning how to learn” to keep pace with change as Artificial Intelligence transforms education and the workplace.
Well, that’s the secret: Learn how to learn. Why? Surviving in the chaos of an outfit like Google means one has to learn. What should one learn? Well, the write up does not provide that bit of wisdom. I assume a Google search will provide the answer in a succinct AI-generated note, right?
The write up presents this chunk of wisdom from a person keen on getting lots of AI people aware of Google’s AI prowess:
The neuroscientist and former chess prodigy said artificial general intelligence—a futuristic vision of machines that are as broadly smart as humans or at least can do many things as well as people can—could arrive within a decade…. [He] Hassabis emphasized the need for “meta-skills,” such as understanding how to learn and optimizing one’s approach to new subjects, alongside traditional disciplines like math, science and humanities.
This means reading poetry, preferably Greek poetry. The Google super wizard’s father is “Greek Cypriot.” (Cyprus is home base for a number of interesting financial operations and the odd intelware outfit. Which part of Cyprus is which? Google Maps may or may not answer this question. Ask your Google Pixel smart phone to avoid an unpleasant mix up.)
The write up adds this courteous note:
[Greek Prime Minister Kyriakos] Mitsotakis rescheduled the Google Big Brain to “avoid conflicting with the European basketball championship semifinal between Greece and Turkey. Greece later lost the game 94-68.”
Will life long learning skill help the Greek basketball team win against a formidable team like Turkey?
Sure, if Google says it, you know it is true just like eating rocks or gluing cheese on pizza. Learn now.
Stephen E Arnold, September 24, 2025
Professor Goes Against the AI Flow
September 17, 2025
One thing has Cornell professor Kate Manne dreading the upcoming school year: AI. On her Substack, “More to Hate,” the academic insists, “Yes, It Is Our Job as Professors to Stop our Students Using ChatGPT.” Good luck with that.
Manne knows even her students who genuinely love to learn may give in to temptation when faced with an unrelenting academic schedule. She cites the observations of sociologist Tressie McMillan Cottom as she asserts young, stressed-out students should not bear that burden. The responsibility belongs, she says, to her and her colleagues. How? For one thing, she plans to devote precious class time to having students hand-write essays. See the write-up for her other ideas. It will not be easy, she admits, but it is important. After all, writing assignments are about developing one’s thought processes, not the finished product. Turning to ChatGPT circumvents the important part. And it is sneaky. She writes:
“Again, McMillan Cottom crystallized this perfectly in the aforementioned conversation: learning is relational, and ChatGPT fools you into thinking that you have a relationship with the software. You ask it a question, and it answers; you ask it to summarize a text, and it offers to draft an essay; you request it respond to a prompt, using increasingly sophisticated constraints, and it spits out a response that can feel like your own achievement. But it’s a fake relationship, and a fake achievement, and a faulty simulacrum of learning. It’s not going to office hours, and having a meeting of the minds with your professor; it’s not asking a peer to help you work through a problem set, and realizing that if you do it this way it makes sense after all; it’s not consulting a librarian and having them help you find a resource you didn’t know you needed yet. Your mind does not come away more stimulated or enriched or nourished by the endeavor. You yourself are not forging new connections; and it makes a demonstrable difference to what we’ve come to call ‘learning outcomes.’”
Is it even possible to keep harried students from handing in AI-generated work? Manne knows she is embarking on an uphill battle. But to her, it is a fight worth having. Saddle up, Donna Quixote.
Cynthia Murrell, September 17, 2025
American Illiteracy: Who Is Responsible?
September 11, 2025
Just a dinobaby sharing observations. No AI involved. My apologies to those who rely on it for their wisdom, knowledge, and insights.
I read an essay I found quite strange. “She Couldn’t Read Her Own Diploma: Why Public Schools Pass Students but Fail Society” is from what seems to be a financial information service. This particular essay is written by Tyler Durden and carries the statement, “Authored by Hannah Frankman Hood via the American Institute for Economic Research (AIER).” Okay, two authors. Who wrote what?
The main idea seems to be that a student who graduated from Hartford, Connecticut (a city founded by one of my ancestors) graduate with honors but is unable to read. How did she pull of the “honors” label? Answer: She used “speech to text apps to help her read and write essays.”
Now the high school graduate seems to be in the category of “functional illiteracy.” The write up says:
To many, it may be inconceivable that teachers would continue to teach in a way they know doesn’t work, bowing to political pressure over the needs of students. But to those familiar with the incentive structures of public education, it’s no surprise. Teachers unions and public district officials fiercely oppose accountability and merit-based evaluation for both students and teachers. Teachers’ unions consistently fight against alternatives that would give students in struggling districts more educational options. In attempts to improve ‘equity,’ some districts have ordered teachers to stop giving grades, taking attendance, or even offering instruction altogether.
This may be a shock to some experts, but one of my recollections of my youth was my mother reading to me. I did not know that some people did not have a mother and father, both high school graduates, who read books, magazines, and newspapers. For me, it was books.
I was born in 1944, and I recall heading to kindergarten and knowing the alphabet, how to print my name (no, it was not “loser”), and being able to read words like Topps (a type of bubble gum with pictures of baseball players in the package), Coca Cola, and the “MD” on my family doctor’s sign. (I had no idea how to read “McMorrow,” but I could identify the letters.
The “learning to read” skill seemed to take place because my mother and sometimes my father would read to me. My mother and I would walk to the library about a mile from our small rented house on East Wilcox Avenue. She would check out book for herself and for me. We would walk home and I would “read” one of my books. When I couldn’t figure out a word, I asked her. This process continued until we moved to Washington, DC when I was in the third grade. When we moved to Campinas, Brazil, my father bought a set of World Books and told me to read them. My mother helped me when I encountered words or information I did not understand. Campinas was a small town in the 1950s. I had my Calvert Correspondence course at the set of blue World Book Encyclopedias.
When we returned to the US, I entered the seventh grade. I am not sure I had much formal instruction in reading, phonics, word recognition, or the “normal” razzle dazzle of education. I just started classes and did okay. As I recall, I was in the advanced class, and the others in that group would stay together throughout high school, also in central Illinois.
My view is probably controversial, but I will share it in this essay by two people who seem to be worried about teachers not teaching students how to read. Here goes:
- Young children are curious. When exposed to books and a parent who reads and explains meanings, the child learns. The young child’s mind is remarkable in its baked in ability to associate, discern patterns, learn language, and figure out that Coca Cola is a drink parents don’t often provide.
- A stable family which puts and emphasis on reading even though the parents are not college educated makes reading part of the furniture of life. Mobile phones and smart software cannot replicate the interaction between a parent and child involved in reading, printing letters, and figuring out that MD means weird Dr. McMorrow.
- Once reading becomes a routine function, normal curiosity fuels knowledge acquisition. This may not be true for some people, but in my experience it works. Parents read; child reads.
When the family unit does not place emphasis on reading for whatever reason, the child fails to develop some important mental capabilities. Once that loss takes place, it is very difficult to replace it with each passing year.
Teachers alone cannot do this job. School provides a setting for a certain type of learning. If one cannot read, one cannot learn what schools afford. Years ago, I had responsibility for setting up and managing a program at a major university to help disadvantaged students develop skills necessary to succeed in college. I had experts in reading, writing, and other subjects. We developed our own course materials; for example, we pioneered the use of major magazines and lessons built around topics of interest to large numbers of Americans. Our successes came from instructors who found a way to replicate the close interaction and support of a parent-child reading experience. The failures came from students who did not feel comfortable with that type of one to one interaction. Most came from broken families, and the result of not having a stable, knowledge-oriented family slammed on the learning and reading brakes.
Based on my experience with high school and college age students, I never was and never will be a person who believes that a device or a teacher with a device can replicate the parent – child interaction that normalizes learning and instills value via reading. That means that computers, mobile phones, digital tablets, and smart software won’t and cannot do the job that parents have to do when the child is very young.
When the child enters school, a teacher provides a framework and delivers information tailored to the physical and hopefully mental age of the student. Expecting the teacher to remediate a parenting failure in the child’s first five to six years of life is just plain crazy. I don’t need economic research to explain the obvious.
This financial write up strikes me as odd. The literacy problem is not new. I was involved in trying to create a solution in the late 1960s. Now decades later, financial writers are expressing concern. Speedy, right? My personal view is that a large number of people who cannot read, understand, and think critically will make an orderly social construct very difficult to achieve.
I am now 80 years old. How can an online publication produce an essay with two different authors and confuse me with yip yap about teaching methods. Why not disagree about the efficacy of Grok versus Gemini? Just be happy with illiterates who can talk to Copilot to generate Excel spreadsheets about the hockey stick payoffs from smart software.
I don’t know much. I do know that I am a dinobaby, and I know my ancestor who was part of the group who founded Hartford, Connecticut, would not understand how his vision of the new land jibes with what the write up documents.
Stephen E Arnold, September 11, 2025
Cannot Read? Students Cannot Imagine Either
August 8, 2025
Students are losing the ability to imagine and self-reflect on their own lives says the HuffPost in the article: “I Asked My Students To Write An Essay About Their Lives. The Reason 1 Student Began To Panic Left Me Stunned.” While Millennials were the first generation to be completely engrossed in the Internet, Generation Z is the first generation to have never lived without screens. Because of the Internet’s constant presence, kids have unfortunately developed bad habits where they zone out and don’t think.
Zen masters work for years to shut off their brains, but Gen Z can do it automatically with a screen. This is a horrible thing for critical thinking skills and imagination, because these kids don’t know how to think without the assistance of AI. The article writer Liz Rose Shulman is a teacher of high school and college students. She assigned them essays and without hesitation all of them rely on AI to complete the assignments.
The students either use Grammarly to help them write everything or the rely on ChatGPT to generate an essay. The over reliance on AI tools means they don’t know how to use their brains. They’re unfamiliar with the standard writing process, problem solving, and being creative. The kids don’t believe there’s a problem using AI. Many teachers also believe the same thing and are adopting it into their curriculums.
The students are flummoxed when they’re asked to write about themselves:
I assigned a writing prompt a few weeks ago that asked my students to reflect on a time when someone believed in them or when they believed in someone else.
One of my students began to panic.
‘I have to ask Google the prompt to get some ideas if I can’t just use AI,’ she pleaded and then began typing into the search box on her screen, ‘A time when someone believed in you.’ ‘It’s about you,’ I told her. ‘You’ve got your life experiences inside of your own mind.’ It hadn’t occurred to her — even with my gentle reminder — to look within her own imagination to generate ideas. One of the reasons why I assigned the prompt is because learning to think for herself now, in high school, will help her build confidence and think through more complicated problems as she gets older — even when she’s no longer in a classroom situation.”
What’s even worse is that kids are addicted to their screens and they lack basic communication skills. Every generations goes through issues with older generations. Society will adapt and survive but let’s start teaching how to think and imagine again! Maybe if they brought back recess and enforced time without screens that would help, even with older people.
Whitney Grace, August 8, 2025
Why Emulating Oxford University in the US Is an Errand for Fools
June 11, 2025
Just a dinobaby and no AI: How horrible an approach?
I read an essay with the personal touches I admire in writing: A student sleeping on the floor, an earnest young man eating KY fry on a budget airline, and an individual familiar with Laurel and Hardy comedies. This person write an essay, probably by hand on a yellow tablet with an ink pen titled “5 Ways to Stop AI Cheating.”
What are these five ways? The ones I noted are have rules and punish violators. Humiliation in front of peers is a fave. Presumably these students did not have weapons or belong to a street gang active in the school. The other five ways identified in the essay are:
- Handwrite everything. No typewriters, no laser printers, and no computers. (I worked with a fellow on a project for Persimmon IT which did some work on the DEC Alpha, and he used computers. (Handwriting was a no go for interacting with the DECs equipped with the “hot” chip way back when.)
- Professors interact with a student and talk or interrogate the young scholar to be
- Examinations were oral or written. One passed or failed. None of this namby pamby “gentleman’s C” KY fry stuff
- Inflexibility about knowing or not knowing. Know and one passes. Not knowing one becomes a member of Parliament or a titan of industry
- No technology. (I would not want to suggest that items one and five are redundant and that would be harshly judged by some of my less intellectually gifted teachers at assorted so-so US institutions of inferior learning.
Now let’s think about the fool’s errand. The US is definitely a stratified society, just like the UK. If one is a “have,” life is going to be much easier than if one is a “have not.” Why? Money, family connections, exposure to learning opportunities, possibly tutors, etc. In the US, technology is ubiquitous. I do not want to repeat myself, so a couple of additional thoughts will appear in item five below.
Next, grilling a student one on one is something that is an invitation to trouble. A student with hurt feelings need only say, “He/she is not treating me fairly.” Bingo. Stuff happens. I am not sure about a one on one in a private space would be perceived by a neutral third party. If one has to meet, meet in a public place.
Third, writing in blue books poses two problems. The first is that the professor has to read what the student has set forth in handwriting. Second, many students can neither write legible cursive or print out letters in an easily recognizable form. These are hurdles in the US. Elsewhere, I am not sure.
Fourth, inflexibility is a characteristic of some factions in the US. However, helicopter parents and assorted types of “outrage” can make inflexibility for a public servant a risky business. If Debbie is a dolt, one must find a way to be flexible if her parents are in the upper tier of American economic strata. Inflexibility means litigation or some negative networking or a TikTok video.
Finally, the problem with the no-tech approach is that it just won’t work. Consider smart software. Teachers use it and have LLMs fix up “original research.” Students use it to avoid reading and writing. Some schools ban mobile devices. Care to try that at an American university when shooters can prowl the campus?
The essay, like the fantasies of people who want to live like those in Florence in the 15th century are nuts. Pestilence, poverty, filth, violence, and big time corruption— there were everyday companions.
Cheating is here to stay. Politician is a code word for crook. Faculty (at least at Harvard) is the equivalent of bad research. Students are the stuff of YouTube shorts. Writing in blue books? A trend which may not have the staying power of Oxford’s stasis. I do like the bookstore, however.
Stephen E Arnold, June 11, 2025
Education in Angst: AI, AI, AI
June 9, 2025
Just a dinobaby and no AI: How horrible an approach?
Bing Crosby went through a phase in which ai, ai, ai was the groaner’s fingerprint. Now, it is educated adults worrying about smart software. AI, AI, AI. “An Existential Crisis: Can Universities Survive ChatGPT?” The sub-title is pure cubic Zirconia:
Students are using AI to cheat and professors are struggling to keep up. If an AI can do all the research and writing, what is the point of a degree?
I can answer this question. The purpose of a college degree is, in order of importance, [1] get certified as having been accepted to and participated in a university’s activities, [2] have fun, including but not limited to drinking, sex, and intramural sports, [3] meeting friends who are likely to get high paying jobs, start companies, or become powerful political figures. Notice that I did not list reading, writing, and arithmetic. A small percentage of college attendees will be motivated, show up for class, do homework, and possibly discover something of reasonable importance. The others? These will be mobile phone users, adepts with smart software, and equipped with sufficient funds to drink beer and go on spring break trips.
The cited article presents this statement:
Research by the student accommodation company Yugo reveals that 43 per cent of UK [United Kingdom] university students are using AI to proofread academic work, 33 per cent use it to help with essay structure and 31 per cent use it to simplify information. Only 2 per cent of the 2,255 students said they used it to cheat on coursework.
I thought the Yugo was a quite terrible automobile, but by reading this essay, I learned that the name “Yugo” refers to a research company. (When it comes to auto names, I quite like “No Va” or no go in Spanish. No, I did consult ChatGPT for this translation.)
The write up says:
Universities are somewhat belatedly scrambling to draw up new codes of conduct and clarifying how AI can be used depending on the course, module and assessment.
Since when did academic institutions respond with alacrity to a fresh technical service? I would suggest that the answer to this question is, “Never.”
The “existential crisis” lingo appears to be the non-AI powered former vice chancellor of the University of Buckingham (Buckinghamshire, England) located near River Great Ouse. (No, I did not need smart software to know the name of this somewhat modest “river.”)
What is an existential crisis? I have to dredge up a recollection of Dr. Francis Chivers’ lecture on the topic in the 1960s. I think she suggested something along the lines: A person is distressed about something: Life, its purpose, or his/her identity.
A university is not a person and, therefore, to my dinobaby mind, not able to have an existential crisis. More appropriately, those whose livelihood depends on universities for money, employment, a peer group, social standing, or just feeling like scholarship has delivered esteem, are in crisis. The university is a collection of buildings and may have some quantum “feeling” but most structures are fairly reticent to offer opinions about what happens within their walls.
I quibble. The worriers about traditional education should worry. One of those “move fast, break things” moments has arrived to ruin the sleep of those collecting paychecks from a university. Some may worry that their side gig may be put into financial squalor. Okay, worry away.
What’s the fix, according to the cited essay? Ride out the storm, adapt, and go to meetings.
I want to offer a handful of observations:
- Higher education has been taking karate chops since Silicon Valley started hiring high school students and suggesting they don’t need to attend college. Examples of what can happen include Bill Gates and Mark Zuckerberg. “Be like them” is a siren song for some bright sparks.
- University professional have been making up stuff for their research papers for years. Smart software has made this easier. Peer review by pals became a type of search engine optimization in the 1980s. How do I know this? Gene Garfield told me in 1981 or 1983. (He was the person who pioneered link analysis in sci-tech, peer reviewed papers and is, therefore, one of the individuals who enabled PageRank.
- Universities in the United States have been in the financial services business for years. Examples range from student loans to accepting funds for “academic research.” Certain schools have substantial income from these activities which do not directly transfer to high quality instruction. I myself was a “research fellow.” I got paid to do “work” for professors who converted my effort into consulting gigs. Did I mind? I had zero clue that I was a serf. I thought I was working on a PhD.* Plus, I taught a couple of classes if you could call what I did “teaching.” Did the students know I was clueless? Nah, they just wanted a passing grade and to get out of my 4 pm Friday class so they could drink beer.
Smart software snaps in quite nicely to the current college and university work flow. A useful instructional program will emerge. However, I think only schools with big reputations and winning sports teams will be the beacons of learning in the future. Smart software has arrived, and it is not going to die quickly even if it hallucinates, costs money, and generates baloney.
Net net: Change is not coming. Change has arrived.
——————–
* Note: I did not finish my PhD. I went to work at Hallilburton’s nuclear unit. Why? Answer: Money. Should I have turned in my dissertation? Nah, it was about Chaucer, and I was working on kinetic weapons. Definitely more interesting to a 23 year old.
Stephen E Arnold, June 9, 2025
Information Filtering with Mango Chutney, Please
May 30, 2025
Censorship is having a moment. And not just in the US. For example, India’s The Wire laments, “Academic Censorship Has Become the Norm in Indian Universities.” Writer Apoorvanand, who teaches at Dheli University, describes his experience when a seminar he was to speak at was “postponed.” See the article for the details, like the importance and difficulty of bringing together a diverse panel. Or the college principal who informed speakers the event was off without notifying its organizer, Apoorvanand’s colleague. He writes:
“It was a breach of trust and a personal humiliation, my colleague fumed. Of course the problematic speaker would not know the story but he knew what was the real reason. He said that principals today only want one type of speaker to be invited. The non-problematic ones. Was it only about an individual? No. My friend felt that it went beyond that. There is an attempt to disallow discussion on topics which can make students think. Any seminars which would expose the students to different ways of looking at a problem and making their own decision are not permitted. For the last 10 years we see only one kind of meets being held in the colleges. They cannot be called academic and intellectual fora. They are platforms created for propaganda for the regime and one kind of ‘Indianness’ or ‘nationalism.’ If you do a survey of the topics across colleges, you would find a monotonous similarity. It is a campaign to indoctrinate young people. For it to succeed, the authorities keep other voices and ideas out of the reach of the students.”
Despite the organizer’s intent to not single out the “problematic” participant, the individual knew. Apoorvanand spoke to him and learned cancellations are now a common occurrence for him. And, he added, a growing list of his colleagues. Neither is this pattern limited to Dheli University. We learn:
“When I told [other teachers] about this, they opened up. Some of them were from ‘elite’ universities like Ashoka or Krea and Azim Premji University. There too the authorities have become very cautious. Names of the speakers have to be cleared by the authorities. There is an order in one university to share the slides the speakers would use three days before the event. The teachers are also cautioned against going to places that could upset the regime or accepting invitations from people who are considered to be its critics.”
At Indian universities both public and private, Apoorvanand writes, censorship is now the norm a bit like mango chutney.
Cynthia Murrell, May 30, 2025
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