An Obnoxious Lacuna on Discourses and Counter Discourses Over Artificial Intelligence

Abstract

Artificial intelligence is the highest form of human development and sound outcome of human conscience till the date. But the very development seems to be devastating to human future ahead and has been heavily projected accordingly. More than it may be to decay and destroy the world, the negative and chilling views on the prospective damages of AI that scholars are percolating to public are costing many times on humans; and that is plunging human mindset into irreparable pessimism and negativity. This article explores the way that AI is being depressingly explored and investigated to browbeat public. In addition, this write-up highlights the serious lacuna, which the advanced academic engagement has still grossly failed to fill up, of a great deal in course of mainstreaming views and discussions for noble cause of human development and societal well-belling . Further, it unmasks the dire need in making constructive, encouraging and optimistic mind-set building academic pursuits and writings then makes an alarming call to the all prominent scholars to engage with due compliance of it . Method and HypothesisAs a doctrinal qualitative research based on extensive survey of secondary data and literature, methodologically, with adoption of paradigm of descriptive interpretation, this research hypothesizes that the discussions and discourses over AI are biased, hold a serious lacuna thus need to be reconstructed to make it balanced and build better world than to browbeat people.

A Fourth Industrial Revolution Paradigm Shift in Teacher Education?

“…A report by the World Economic Forum (2016, p. 5) notes that, "by one popular estimate, 65% of children entering primary school today will ultimately end up working in completely new job types that don't yet exist." Dahal (2019) asserts that the 4IR will negatively impact jobs in the transportation, manufacturing and education sectors. Tirole cited in Aghion et al (2017) believes that it will widen the wage gap between graduates of the instruction and learning paradigms.…”

“…The rapid shifts in technological development in the first, second, and third industrial revolutions are amplified in the 4IR. Dahal (2019) and Xing and Marwala (2017) are of the view that, given the mobility of learners, staff and programmes across national boundaries, higher education provision will need to occupy a virtual-real dimension. Teacher education and teaching will need to address the challenges of the complexity of cultures, technologies, demands, and mindsets that come into contact with one another in real time.…”

“…As observed by Dahal (2019), every scientific innovation comes with both pain and pleasure. Learners taught by teachers under the instruction paradigm will not acquire sufficient competencies to match socioeconomic advancements.…”