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In a decrepit house in São Paulo lives a woman who many people call a bruxa (the witch). As a blockbuster Brazilian podcast recently revealed, Margarida Maria Vicente de Azevedo Bonetti is wanted by U.S. authorities for her treatment of a maid named Hilda Rosa dos Santos, whom Margarida and her husband more or less enslaved in the Washington, D.C. area:
In early 1998—19 years after moving to the United States—dos Santos left the Bonettis, aided by a neighbor she’d befriended, Vicki Schneider. Schneider and others helped arrange for dos Santos to stay in a secret location, according to testimony Schneider later gave in court. (Schneider declined to be interviewed for this story.) The FBI and the Montgomery County adult services agency began a months-long investigation.
When social worker Annette Kerr arrived at the Bonetti home in April 1998—shortly after dos Santos had moved—she was stunned. She’d handled tough cases before, but this was different. Dos Santos lived in a chilly basement with a large hole in the floor covered by plywood. There was no toilet, Kerr, now retired, said in a recent interview, pausing often to regain her composure, tears welling in her eyes. (Renê Bonetti later acknowledged in court testimony that dos Santos lived in the basement, as well as confirmed that it had no toilet or shower and had a hole in the floor covered with plywood. He told jurors that dos Santos could have used an upstairs shower but chose not to do so.)
Dos Santos bathed using a metal tub that she would fill with water she hauled downstairs in a bucket from an upper floor, Kerr said, flipping through personal notes that she has kept all these years. Dos Santos slept on a cot with a thin mattress she supplemented with a discarded mat she’d scavenged in the woods. An upstairs refrigerator was locked so she could not open it.
“I couldn’t believe that would take place in the United States,” Kerr said.
During Kerr’s investigation, dos Santos recounted regular beatings she’d received from Margarida Bonetti, including being punched and slapped and having clumps of her hair pulled out and fingernails dug into her skin. She talked about hot soup being thrown in her face. Kerr learned that dos Santos had suffered a cut on her leg while cleaning up broken glass that was left untreated so long it festered and emitted a putrid smell.
She’d also lived for years with a tumor so large that doctors would later describe it variously as the size of a cantaloupe or a basketball. It turned out to be noncancerous.
She’d had “no voice” her whole life, Kerr concluded, “no rights.” Traumatized by her circumstances, dos Santos was “extremely passive” and “fearful,” Kerr said. Kerr had no doubt she was telling the truth. She was too timid to lie.
After our antepenultimate Iliad episode comes... the penultimate episode! In Book 23, Hector is dead, and Achilles mourns Patroclus, who comes to Achilles in a dream and demands a funeral. So Achilles organizes funeral games: chariot and foot races, boxing and wrestling, and more. The Argives compete, and contend over the justice of their competition. We ask: why does Homer's description Continue Reading …
The post Combat & Classics Ep. 81 Homer’s “Iliad” Book 23 first appeared on The Partially Examined Life Philosophy Podcast.Here's our antepenultimate episode on the Iliad! In Book 22, Apollo, disguised as Agenor, lures Achilles away from Troy. When he sees through the deception, Achilles goes after Hector, and chases him around the city's walls. This goes on until Athena disguises herself as Deiphobus, and tricks Hector into facing Achilles. Then Achilles kills Hector, and drags his corpse around behind his Continue Reading …
The post Combat & Classics Ep. 80 Homer’s “Iliad” Book 22 first appeared on The Partially Examined Life Philosophy Podcast.We're back, with our preantepenultimate episode on the Iliad! In Book 21, we get into the action. Achilles kills so many Trojans that the river Scamander protests the mess he is making. So Achilles fights the river, and nearly dies. Then there is a war between the gods; they lay it on without restraint. Meanwhile, Achilles kills two of Priam's sons, Continue Reading …
The post Combat & Classics Ep. 79 Homer’s “Iliad” Book 21 first appeared on The Partially Examined Life Philosophy Podcast.In Book 20, Achilles gets new armor from his mom, and rejoins the battle. Zeus tells the gods to take sides, and to go nuts. And Achilles faces Aeneas and Hector, and fights them, so that the gods have to save them. Brian, Shilo, and Jeff talk about why Achilles' single combat with Aeneas is the centerpiece of the book, Continue Reading …
The post Combat & Classics Ep. 78 Homer’s “Iliad” Book 20 first appeared on The Partially Examined Life Philosophy Podcast.We're back! And so is Achilles. But what is he back for? Join Brian, Shilo, and Jeff as we ask why the Iliad isn't over, now that Achilles says his wrath is done. We discuss whether Achilles has a new cause for wrath, against Hector, for the death of Patroclus', and whether this new cause is the same or different from Continue Reading …
The post Combat & Classics Ep. 77 Homer’s “Iliad” Book 19 first appeared on The Partially Examined Life Philosophy Podcast.by Caroline Chun
It’s no longer news that one of the first professional sectors threatened by the rapid adoption of ChatGPT and generative AI is education – universities and colleges around the country convened emergency meetings to discuss what to do about the risk of students using AI to cheat on their work. There’s another side to that evolving AI story. Recent research from professors at the University of Pennsylvania’s Wharton School, New York University and Princeton suggests that educators should be just as worried about their own jobs.
In an analysis of professions “most exposed” to the latest advances in large language models like ChatGPT, eight of the top 10 are teaching positions.
“When we ran our analysis, I was surprised to find that educational occupations come out close to the top in many cases,” said Robert Seamans, co-author of the new research study and professor at NYU.
Post-secondary teachers in English language and literature, foreign language, and history topped the list among educators.
The table shows the jobs that are most likely to encounter generative A.I. as part of their responsibilities.
| 1. | Telemarketers |
|---|---|
| 2. | English language and literature teachers |
| 3. | Foreign language and literature teachers |
| 4. | History teachers |
| 5. | Law teachers |
| 6. | Philosophy and religion teachers |
| 7. | Sociology teachers |
| 8. | Political science teachers |
| 9. | Criminal justice and law enforcement teachers |
| 10. | Sociologists |
Note: All teaching positions listed are at post-secondary institutions.Source: How will Language Modelers like ChatGPT Affect Occupations and Industries? Authors: Ed Felten (Princeton), Manav Raj (University of Pennsylvania) and Robert Seamans (New York University)
While evidence has been growing in recent years that work within highly skilled professions — for example, lawyers — may be influenced by AI, typically the jobs expected to be most affected by technology are routine or rote jobs, while highly-skilled labor is considered more protected.
But this study finds the opposite to be the case.
“Highly-skilled jobs may be more affected than others,” said Manav Raj, co-author and professor at the University of Pennsylvania’s Wharton School.
But affected jobs – or as the study officially describes it, jobs most “exposed to AI” – does not necessarily mean the human positions will be replaced.
“ChatGPT can be used to help professors generate syllabi or to recommend readings that are relevant to a given topic,” said Raj, who is not currently concerned about the fear of replacement. It can also design educational slides and in-class exercises. And for topics that are very dense, “ChatGPT can even help educators translate some of those lessons or takeaways in simpler language,” he said.
Education technology company Udemy has been selling language learning modules made with ChatGPT to help language teachers design their courses.
Duolingo, the popular online language learning company, is relying on AI technology to power its Duolingo English Test (DET), an English proficiency exam available online, on demand. The test utilizes ChatGPT to generate text passages for reading comprehension and AI for supporting human proctors in spotting suspicious test-taking behavior.
It is also working with teachers to generate lesson content and speed up the process and scale of adding advanced materials to the platform. “Since not everyone in the world has equal access to great teachers and favorable learning conditions, AI gives us the best chance to scale quality education to everyone who needs it,” said Klinton Bicknell, Duolingo’s head of AI.
Some professors are wary of ChatGPT and its capabilities.
Kristina Reardon, an English professor at Amherst College, says there is a line to draw when using ChatGPT as a professor and considering ChatGPT’s role of co-authorship in writing.
“No matter how good Chat GPT gets, I believe we can gain a lot from learning to pre-write, draft, revise, edit, etc. Writing is a process, and it’s an iterative one, and one that helps us think through ideas,” she said.
Many universities have sent out guidance to professors for use of ChatGPT and how they can augment their students’ experiences while still maintaining academic integrity.
Princeton advises professors to be explicit in the uses of ChatGPT in their syllabi; use it to enhance smaller group discussions, and use it as a tool to compare students’ own drafts of essays with a ChatGPT version.
At Cornell University, regardless of general university guidelines, every instructor will be free to make their own decision on what works best for their area of teaching, says Morten Christiansen, psychology professor at the school.
Many professors are starting to use ChatGPT in the classroom.
Laurent Dubreuil, professor in French and comparative literature at Cornell, is currently having his students assess the boundaries of academic freedom and censorship, as the most recent versions of ChatGPT are “now coming with set parameters about what is socially and politically acceptable to say — and what should not be uttered.”
Christiansen says ChatGPT can help level the playing field among students. “It can be used as a personal tutor to help them, and there’s an opportunity for students to evaluate what ChatGPT produces,” he said.
In fact, the technology’s imperfections are an opportunity to teach and learn in new ways, honing students’ critical analysis skills by prompting them to ask ChatGPT specific questions related to course content and critique the answers given back to them. Many current generative AI language models produce what AI experts have deemed “hallucinations.”
“ChatGPT will make things up and it will look like it is really confident in what it is saying, including adding references that don’t actually exist,” Christiansen said.
Ethan Mollick, entrepreneurship professor at Wharton, who has become an evangelist within the education world for generative AI experimentation, expects his students to use ChatGPT in every document they produce, whether this is for marketing materials, graphics, blog posts or even new working apps.
“I think we have to realize it’s part of our lives, and we have to figure out how to work with that,” he said.
Mollick does not think exposure means eventual replacement.
“We have to recognize that we need to change how we approach things and embrace this new technology,” he said. “We’ve adapted to other technological changes, and I think this one we will adapt to as well.”
“Of Socrates we have nothing genuine but in the Memorabilia of Xenophon,” Thomas Jefferson wrote to a friend in 1819, comparing Xenophon’s work favourably with the “mysticisms” and “whimsies” of Plato’s dialogues. More recently, many philosophers have taken the opposite view; a typical verdict is that of Terence Irwin in 1974, who described Xenophon as a “retired general” who presented “ordinary conversations.” The idea that Xenophon’s Socratic dialogues entirely lacked the philosophical bite or intellectual depth of Plato’s had become a commonplace in a philosophical discourse which prioritised abstract knowledge over broader ethics.
Both Jefferson and Irwin were right in identifying the characteristics of Xenophon’s depiction of his teacher—his overwhelming concern with providing practical advice for living a good life, and for managing relationships with family and friends. But both missed Xenophon’s lively wit, and his use of the dialogue form to put Socrates in conversation with Athenians, both friends and family and more public figures whose identity adds some spice to the discussion. Xenophon depicts a Socrates who offers pragmatic solutions to the difficulties his Athenian friends face, from Socrates’ own son’s rows with his mother to his friend Crito’s difficulties with vexatious lawsuits targeting his wealth. Where Plato shows Socrates leaving his conversation partners numbed and distressed by their recognition of their ignorance, as if attacked by a stingray, Xenophon takes more care to show how Socrates moved friends and students on from the discomfort of that initial learning moment. He offers practical solutions and friendly encouragement, whether persuading warring brothers to support each other or finding a way in which a friend can support the extended family taking refuge in his home. His advice is underpinned by an ethical commitment to creating and maintaining community.
It is not that Xenophon’s Socrates is afraid to show the over-confident the limits of their capabilities; while he offers encouragement and practical advice on personal and business matters, he rebukes those who want power and prestige without first doing their homework. His Socrates demonstrates to the young Glaucon that he needs to be much better informed about the facts and figures of Athenian civic and military resources before he proposes policy to his fellow citizens in Athens or seeks elected office. Socrates’ forensic uncovering of the young man’s ignorance of practical matters is sharpened for readers who recognise that this is Plato’s brother, depicted in his Republic as an acute interlocutor, able to follow Socrates’ most intellectually demanding arguments. In the conversation Xenophon presents, Glaucon is reduced to mumbling one excuse after another:
“Then first tell us,” said Socrates, “what the city’s land and naval forces are, and then those of our enemies.”
“Frankly,” he said, “I couldn’t tell you that just off the top of my head.”
“Well, if you have some notes of it, please fetch them,” said Socrates. “I would be really glad to hear what they say.”
“Frankly,” he said, “I haven’t yet made any notes either.”
(Memorabilia 3.6.9)
Xenophon might be making a very ordinary claim here, that good leadership decision-making rests on a firm grasp of practical detail. But it gains depth when read against Plato’s argument in the Republic for handing over political leadership to philosopher kings, trained in theoretical disciplines. Xenophon argues that rule should be grounded from the bottom up; he is a firm believer in transferable skills, and that the ability to manage a household might equip someone to lead an army or their city.
Xenophon does not leave Glaucon quite as discomfited as Socrates’ interlocutors in Platonic dialogues become, such as the Euthyphro where the titular character hurries away rather than go through another round of being disabused of his opinions. He shows how Socrates moves on from the low point of the realisation of ignorance and starts to rebuild his interlocutors’ self-confidence, now underpinned by knowledge and self-awareness. Socrates offers Glaucon a careful recommendation for developing his management skills and gaining credibility before returning to public debates as a more impressive contributor. With another student, Euthydemus, Socrates switches from the argumentative mode familiar from Plato’s work—the Socratic “elenchus” or refutation—to exhortation and encouragement, as teacher and student become more familiar with each other and learn together cooperatively.
“Responding to Plato’s dialogues with a less intellectualist account of the capacities that leaders need, Xenophon made a case for the importance of leadership skills and knowledge as the basis of public trust.”
One reason that Xenophon was motivated to show a Socrates who encouraged his students to make useful contributions to public life was to rebut critics who presented him—not entirely without cause—as the teacher of some of the leaders of the brutal regime of the Thirty, which briefly overthrew Athens’ democracy after the end of the Peloponnesian War. Xenophon insists that these former students had abandoned Socrates’ teaching in favour of an aggressive pursuit of power.
Xenophon recognised the usefulness of a wide range of practical experience. A businessman might well make a useful general. But he makes Socrates insist that leaders must show practical knowledge and analytical skills in order to persuade others to follow them and to deliver successful outcomes, whether in business or in battle. The combination of knowledge and skill, which his students label basilikē technē, the “royal art”,” is an essential attribute of leadership. By responding to Plato’s dialogues with a less intellectualist account of the capacities that leaders need, Xenophon made a case for the importance of leadership skills and knowledge as the basis of public trust. In a contemporary context where trust in leaders and educators alike is low, perhaps there is a powerful and accessible case for the role of expertise in government and society, which Xenophon makes through his memories of Socrates’ conversations.
Featured image: “The Death of Socrates” by Jacques-Louis David via The Met (public domain)
You see it everywhere. On the Kardashian sisters, supermodels Bella Hadid and Emily Ratajkowski, influencers, and celebrities. It’s the “perfect” face of an ethnically ambiguous woman, composed of a chiseled nose, filled lips, a Botoxed forehead, and other cosmetic work. For Tablet, Grazie Sophia Christie examines our culture’s obsession with Instagram Face; the path toward “doomed, globalized sameness” in which women are just copies of one another; and how wealthy women can easily reverse what they’ve done to their face, discarding enhancements like just another fashion trend.
Instagram Face has replicated outward, with trendsetters giving up competing with one another in favor of looking eerily alike. And obviously it has replicated down.
But the more rapidly it replicates, and the clearer our manuals for quick imitation become, the closer we get to singularity—that moment Kim Kardashian fears unlike any other: the moment when it becomes unclear whether we’re copying her, or whether she is copying us.
Greek mythology has long been a by-word for elitism. Is it really a good idea to use its images for contemporary gender justice?
The post When Medusa Meets #MeToo appeared first on Public Books.
Mr. President shows widespread corruption around a fictional Guatemalan dictator. This did not please the country’s real dictators.
The post A Novel the CIA Spent a Fortune to Suppress appeared first on Public Books.
This looks amazing. Follow the link. I'm working with Spooky on things for my graduate drama class next term. The title is Victorian Drama.
The Supreme Court is poised to overturn race-based affirmative action. But preferences based on socioeconomic disadvantage—which are both politically popular and legally sound—could produce similarly high levels of diversity.
Achilles is crushed by Patroclus' death. Thetis, his mother, helps him to revenge himself on Hector by asking Hephaestus to make Achilles some new armor. We ask about the elaborate and famous description of Achilles' shield. How should we understand the details on this shield, which looks like the world of the living? Does the shield conceal the world of Continue Reading …
The post C&C Ep. 76 Homer’s “Iliad” Book 18 first appeared on The Partially Examined Life Philosophy Podcast.Shilo gets a new gig, and we offend a whole county! But back in the Iliad, Patroclus is dead, and the Greeks and Trojans fight over his body. Why is a whole book concerned with Patroclus' body? And why do we care about the armor and the horses of Achilles? Brian, Shilo and Jeff talk about how this book contributes to Continue Reading …
The post C&C Ep. 75 Homer’s “Iliad” Book 17 first appeared on The Partially Examined Life Philosophy Podcast.In this book, Achilles comes upon the crying Patroclus, and pities and chides him. Then Patroclus puts on Achilles' armor, joins the fight, is stunned by Apollo, and killed by Hector. Brian, Shilo and Jeff ask why Achilles lets Patroclus join the fight wearing Achilles' armor, when Achilles himself says he is ready to return to battle? We explore Achilles' Continue Reading …
The post C&C Ep. 74 Homer’s “Iliad” Book 16 first appeared on The Partially Examined Life Philosophy Podcast.
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