Latest / KCMS Spirit 105.3 / Gospel Tech with Nathan Sutherland - A.I.

Transcript

Gospel Tech with Nathan Sutherland - A.I. · KCMS Spirit 105.3

• 0:01
  Speaker 1: Purposely, your life, God's purpose. Listen at Purposely.com. Gospel Tech
• 0:08
  Speaker 1: FAQs with Nathan Sutherland and Mark Holland.
• 0:12
  Speaker 2: And time again for another Gospel Tech Frequently Asked Question FAQs.
• 0:17
  Speaker 2: Mark joined by Nathan Sutherland. He's the Gospel Tech guy.
• 0:21
  Speaker 2: His long-form program, Gospel Tech, heard on KCIS on Saturday
• 0:24
  Speaker 2: mornings and lots of episodes at Purposely.com. These are shorter episodes.
• 0:29
  Speaker 2: bite-sized amounts of information. That's the idea behind what we're
• 0:32
  Speaker 2: doing today. Nathan, a frequently asked question is the whole
• 0:38
  Speaker 2: subject of, it's a huge subject. We'll try and get
• 0:40
  Speaker 2: a little bite-sized look at it here. AI, what is AI?
• 0:44
  Speaker 2: How is it being used? And what should we be
• 0:46
  Speaker 2: concerned about as it relates to our kids and grandkids?
• 0:50
  Speaker 3: Yeah. All right. That's a broad... Okay. Let me just
• 0:53
  Speaker 3: jump in real quick.
• 0:54
  Speaker 2: Multiple episodes will be coming on this subject.
• 0:56
  Speaker 3: I may not even be qualified to tell you what
• 0:58
  Speaker 3: AI is. Here's what we do know. So you have
• 1:01
  Speaker 3: these large language models. And so I saw an article
• 1:05
  Speaker 3: the other day that was said, bag of words have
• 1:07
  Speaker 3: mercy on us. And that's a great way to think
• 1:10
  Speaker 3: about AI. It's not the most technical, but it's a
• 1:12
  Speaker 3: bag of words. And it's really, really good at using
• 1:14
  Speaker 3: an if-then structure to to a neural network of trained
• 1:18
  Speaker 3: words to go and pull these words for your specific response.
• 1:22
  Speaker 3: And so that's what AI is. Then they're trained to
• 1:25
  Speaker 3: do certain things. You have assistant AI models. So ChatGPT
• 1:30
  Speaker 3: would be an example of that. You can go and
• 1:31
  Speaker 3: ask it something or set a schedule or research something
• 1:34
  Speaker 3: for you. But ChatGPT is also trained to be a
• 1:37
  Speaker 3: relational model. So it will respond to you like a
• 1:39
  Speaker 3: friend and it will have a conversation with you. And
• 1:42
  Speaker 3: Those two things are very different. So when we're talking
• 1:44
  Speaker 3: to our children about AI, we're talking about why are
• 1:46
  Speaker 3: we going to it? If we're going to AI to
• 1:49
  Speaker 3: support our work, that's great. AI becomes like a shovel.
• 1:52
  Speaker 3: And we just have to pick the appropriate shovel because
• 1:54
  Speaker 3: if I'm doing work in my backyard, I need probably
• 1:57
  Speaker 3: like a hand shovel. And if I'm doing work to
• 1:59
  Speaker 3: build a home, then I need some kind of like
• 2:02
  Speaker 3: powered shovel made by Caterpillar maybe. And if I am
• 2:07
  Speaker 3: mining the earth for ore, I'm going to use these,
• 2:10
  Speaker 3: you know, astronomically huge 300-yard-long shovels that can move tons
• 2:16
  Speaker 3: of dirt in a single scoop. And we're talking about
• 2:19
  Speaker 3: what's the scale of our work. Some of our children
• 2:21
  Speaker 3: are using that mining equipment to simply try to have
• 2:24
  Speaker 3: fun online or talk with their friends. And we need
• 2:27
  Speaker 3: to be deliberate as we think about that because we
• 2:29
  Speaker 3: are not being intentional in the way we are scaffolding
• 2:34
  Speaker 3: the work our children are using AI for it. And
• 2:36
  Speaker 3: it can at some point be doing the work for
• 2:38
  Speaker 3: them rather than supporting their work. The example I use
• 2:40
  Speaker 3: when talking with junior hires and high schoolers is to
• 2:43
  Speaker 3: think about going to the gym and walking up to
• 2:46
  Speaker 3: the squat rack and stacking plates. And now I have
• 2:48
  Speaker 3: one plate on a side and then two and then
• 2:50
  Speaker 3: three and then four and now five. And we're talking,
• 2:53
  Speaker 3: I am dealing with hundreds and hundreds of pounds. And
• 2:56
  Speaker 3: then I bring in a forklift and I put it
• 2:58
  Speaker 3: under that weight and I have it lift 10 times,
• 3:01
  Speaker 3: five sets. At the end of 30 minutes, I go home.
• 3:04
  Speaker 3: And the two questions are first, did I get stronger?
• 3:06
  Speaker 3: And the answer is no. And the second question is,
• 3:09
  Speaker 3: but did I move.
• 3:10
  Speaker 1: A lot of weight?
• 3:11
  Speaker 3: And the answer is yes. And a lot of kids,
• 3:13
  Speaker 3: when I say, hey, you're using this for your essay.
• 3:14
  Speaker 3: How do you know if that's your product? And they're like, well,
• 3:17
  Speaker 3: it sounds good. I'm like, right. But who lifted the
• 3:19
  Speaker 3: weight in this essay? Like, did AI do that for
• 3:23
  Speaker 3: you or did it support you? And that's the concern.
• 3:26
  Speaker 3: Kids can be convinced that they're actually capable of doing
• 3:28
  Speaker 3: more work than they can. And at some point, they're
• 3:30
  Speaker 3: going to end up in a situation where they're under
• 3:32
  Speaker 3: the weight of that they actually can't lift because they're
• 3:35
  Speaker 3: convinced they are actually that good, that they have that vocabulary,
• 3:39
  Speaker 3: they have that thinking process, they have that level of focus,
• 3:41
  Speaker 3: and they're going to get in a job, in a relationship,
• 3:44
  Speaker 3: in a conversation where they're way over their heads and
• 3:46
  Speaker 3: someone's going to get hurt. So we do want them
• 3:49
  Speaker 3: to be using it to support their work, help it
• 3:51
  Speaker 3: think up words, help it get through writer's block, help
• 3:54
  Speaker 3: you set up an outline. I get it, but it
• 3:56
  Speaker 3: needs to support your work, not uh, do your work
• 3:59
  Speaker 3: for you. And I think if we can get to
• 4:01
  Speaker 3: that spot with our AI, let me, let me just
• 4:03
  Speaker 3: add this because, uh, a large, more than half of
• 4:07
  Speaker 3: young people are using relational AI as a conversation. And
• 4:10
  Speaker 3: a third of those kids say they like it as
• 4:12
  Speaker 3: much or more than real people. And that is dangerous. Uh,
• 4:15
  Speaker 3: common sense media recently did a review of relational AI
• 4:18
  Speaker 3: and they have said they are at highest levels of risk, uh,
• 4:22
  Speaker 3: and that relational AI should, their prescription is relational AI
• 4:25
  Speaker 3: should be avoided by all minors till age 18 and
• 4:27
  Speaker 3: Do not use AI that is designed to be engaging
• 4:30
  Speaker 3: relationally because young people use it as a sense of belonging,
• 4:33
  Speaker 3: making them more isolated. This AI is not set up
• 4:35
  Speaker 3: to keep you mentally and physically well. So if you
• 4:38
  Speaker 3: confess something to it, we have documented cases of relational
• 4:42
  Speaker 3: AI stopping a young person from telling loved ones about
• 4:46
  Speaker 3: thoughts about self-harm until the young person had acted on it.
• 4:49
  Speaker 3: So there are massive lawsuits coming through right now, but
• 4:51
  Speaker 3: we don't want lawsuits. We want healthy kids becoming healthy adults.
• 4:55
  Speaker 3: So just relational AI, that's if your child is engaging
• 4:58
  Speaker 3: with AI as a friend on a regular basis, not
• 5:02
  Speaker 3: as a party trick because they asked Siri something about,
• 5:04
  Speaker 3: you know, kangaroos, but we're confiding regularly in the AI
• 5:10
  Speaker 3: as if it were a journal, as if it were
• 5:12
  Speaker 3: a friend, as if it were a real life accomplice,
• 5:14
  Speaker 3: or even the Holy Spirit. Like we're pouring our hearts
• 5:17
  Speaker 3: into these relational AI and we're getting back bag of nouns.
• 5:20
  Speaker 3: And that is not what we want for our children.
• 5:22
  Speaker 3: And so just do be aware of that as we think, yes,
• 5:25
  Speaker 3: do work well with AI, and avoid relational AI for
• 5:28
  Speaker 3: minors like the plague.
• 5:29
  Speaker 2: Yeah, it's a big subject, and it's gone a lot
• 5:31
  Speaker 2: farther than just helping you with your book report. It
• 5:35
  Speaker 2: has become, like you say, you're getting to where you're
• 5:37
  Speaker 2: relating to it as a friend and as a counselor,
• 5:39
  Speaker 2: and so this is concerning. We will do more shows
• 5:42
  Speaker 2: on AI, more specific things to cover with Nathan Sutherland.
• 5:47
  Speaker 2: He's the host of Gospel Tech. Again, find his long-form
• 5:51
  Speaker 2: program on KCIS Saturday mornings at 8 p.m. and also
• 5:55
  Speaker 2: online with Purposely.com.
• 5:58
  Speaker 1: You can hear the Gospel Tech Long Form Program with
• 6:00
  Speaker 1: Nathan Sutherland at Purposely.com and Saturday mornings at 8 on KCIS.