All hail our tiny head terminator overlords.

Came here looking for this

It's a loaded term that should be replaced with a more nimble definition. A dog whistle is the name for a loaded term that is used to tag a specific target with a large baggage of information, but in a way where only people who are part of the "in group" can understand the baggage of the word, hence "dog whistle", only heard by dogs. In the case of the word "degeneracy", it's a vague word that has been often used to attack, among other things, LGBTQ and their allies as well as non-religious people. The term is vague enough that the user can easily weasel their way out of criticism for its usage, but the target audience gets the message loud and clear: "[target] should be attacked for being [thing]." Another example of such a word would be "woke".

Hold on let me find something[image: 1b188197-bd96-49bd-8fc0-0598e75468ea.avif]

Clearly the author doesn't understand how capitalism works. If Apple can pick you up by the neck, turn you upside down, and shake whatever extra money it can from you then it absolutely will do so. The problem is that one indie developer doesn't have any power over Apple... so they can go fuck themselves. The developer is granted the opportunity to grovel at the feet of their betters (richers) and pray that they are allowed to keep enough of their own crop to survive the winter. If they don't survive... then some other dev will probably jump at the chance to take part in the "free market" and demonstrate their worth.

Yeah, but that's a secondary attribute. The new ones are stupid front and center.

Sorry for the late reply, I had to sit and think on this one for a little bit. I think there are would be a few things going on when it comes to designing a course to teach critical thinking, nuances, and originality; and they each have their own requirements. For critical thinking: The main goal is to provide students with a toolbelt for solving various problems. Then instilling the habit of always asking "does this match the expected outcome? What was I expecting?". So usually courses will be setup so students learn about a tool, practice using the tool, then have a culminating assignment on using all the tools. Ideally, the problems students face at the end require multiple tools to solve. Nuance mainly naturally comes with exposure to the material from a professional - The way a mechanical engineer may describe building a desk will probably differ greatly compared to a fantasy author. You can also explain definitions and industry standards; but thats really dry. So I try to teach nuances via definitions by mixing in the weird nuances as much as possible with jokes. Then for originality; I've realized I dont actually look for an original idea; but something creative. In a classroom setting, you're usually learning new things about a subject so a student's knowledge of that space is usually very limited. Thus, an idea that they've never heard about may be original to them, but common for an industry expert. For teaching originality creativity, I usually provide time to be creative & think, and provide open ended questions as prompts to explore ideas. My courses that require originality usually have it as a part of the culminating assignment at the end where they can apply their knowledge. I'll also add in time where students can come to me with preliminary ideas and I can provide feedback on whether or not it passes the creative threshold. Not all ideas are original, but I sometimes give a bit of slack if its creative enough. The amount of course overhauling to get around AI really depends on the material being taught. For example, in programming - you teach critical thinking by always testing your code, even with parameters that don't make sense. For example: Try to add 123 + "skibbidy", and see what the program does.