Daniel Priestley

There's nothing wrong with that except for the fact that a lot of people, hundreds of thousands of people have spent their entire life training to be that. They get an enormous amount of purpose and satisfaction about the fact that that's their career, that's their job. They have mortgages, they have houses, they have status, and that's about to go away.

And they actually got rid of those 700 jobs, right?

And they actually got rid of those 700 jobs, right?

We've done something similar, by the way. Internally, we've replaced that function for 70%.

We've done something similar, by the way. Internally, we've replaced that function for 70%.

When I look out at society, I go, okay, it's having a negative impact. When I look at individual use cases, it's having a profoundly positive impact, including for me it's having a very positive impact.

When I look out at society, I go, okay, it's having a negative impact. When I look at individual use cases, it's having a profoundly positive impact, including for me it's having a very positive impact.

So it's one of these things where I wonder what is it that we need to teach people at school so that they understand the world that we're going into because one of the biggest issues that we're having is

So it's one of these things where I wonder what is it that we need to teach people at school so that they understand the world that we're going into because one of the biggest issues that we're having is

is that we're sending kids to school with this blueprint, this template that they're going to have this long arc career that no longer exists, that essentially we're treating them like learning LLMs and we're saying, okay, we're going to prompt you, you're going to give us the right answer, you're going to hallucinate it if possible and, you know, And then we go, okay, now go off into the world.

is that we're sending kids to school with this blueprint, this template that they're going to have this long arc career that no longer exists, that essentially we're treating them like learning LLMs and we're saying, okay, we're going to prompt you, you're going to give us the right answer, you're going to hallucinate it if possible and, you know, And then we go, okay, now go off into the world.

And they go, oh, but wait a second. I don't know how money works. I don't know how society works. I don't know how my brain works. I don't know how I'm meant to handle this novelty problem. I'm not sure how to approach someone in a social situation and ask if they want to go on a date.

And they go, oh, but wait a second. I don't know how money works. I don't know how society works. I don't know how my brain works. I don't know how I'm meant to handle this novelty problem. I'm not sure how to approach someone in a social situation and ask if they want to go on a date.

So all the important things that actually are the important milestones that people want to be able to hit and that technology can actually have an impact on, we get no user manual. So I think one of the biggest things that has to happen is we have to equip young people all through school to actually prepare them for the world that's coming or the world that's here.

So all the important things that actually are the important milestones that people want to be able to hit and that technology can actually have an impact on, we get no user manual. So I think one of the biggest things that has to happen is we have to equip young people all through school to actually prepare them for the world that's coming or the world that's here.

AI. My kids use it and it's incredible. Yeah. As in like they're interacting and it's adapting to their speed. Yes. And it's giving them different analogies to work with. So like, you know, my son was learning about division. And it's asking him to smash glass and how many pieces he smashes it into with this hammer. And it's saying things like, no, Xander, go for it. Really smash it.

AI. My kids use it and it's incredible. Yeah. As in like they're interacting and it's adapting to their speed. Yes. And it's giving them different analogies to work with. So like, you know, my son was learning about division. And it's asking him to smash glass and how many pieces he smashes it into with this hammer. And it's saying things like, no, Xander, go for it. Really smash it.

And he's loving it, right?

And he's loving it, right?

Yeah.