“Every teacher must aspire to provide the highest level of learning. Many exams in Indian higher education fall under the lowest category in Bloom’s hierarchy: remember and recollect. With the technological revolution, students approaching an exam have easy access to an abundance of information, while surveillance technology struggles to keep pace. The question is not whether technological development is desirable, but how, as a teacher and writer, I am going to grapple with new technology. Do I really rethink the questions I ask in the exam? How can I ask questions that focus on understanding, analysis, evaluation and creativity rather than rote learning? I am incapable of making a definitive judgment. My critical self-examination ends with more questions than answers. Who would help me find answers to seemingly ‘nonsensical’ questions — my old teachers, colleagues, students, parents, employers, the state, or a chatbot?”
- Malish C M, The Indian Express, (30/9)
“India needs its own AI Safety Institute, and it needs it working now. India cannot check whether an AI model is fit for its own market. No Indian body is dedicated solely to testing models being released to Indian users and offering independent assessments. India’s armed forces need it, too. A system that may one day inform decisions about the use of force should not be vetted only by the company that sold it. India risks becoming a rule-taker, because a voice without evidence carries little weight. If India waits, others will define what AI safety means for the developing world, and India will inherit their answers. The need is immediate, and so is the opportunity. The models will not wait for a hiring cycle. Neither should India.”
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