This isn't the Cthulhu universe. There isn't some horrible truth ChatGPT can reveal to you which will literally drive you insane. Some people use ChatGPT a lot, some people have psychotic episodes, and there's going to be enough overlap to write sensationalist stories even if there's no causative relationship. I suppose ChatGPT might be harmful to someone who is already delusional by (after pressure) expressing agreement, but I'm not sure about that because as far as I know, you can't talk a person into or out of psychosis.

What makes even more sense is that they now might be secretly forced to hack for the government in exchange for bread and water and staying out of prison.

This sounds like pokemon

Priorities man, priorities

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.

Sure thing! So glad I could be helpful! I don't blame you. It's the only thing I'm keeping a Win10 dual-boot for right now, and to their credit, it does work quite well in Windows. We've had a ton of fun with our set. In the meantime, I'm keeping up with the project but not actively tinkering with it myself, because it's exciting but also not quite there yet. It's at least given me hope that it can be done though! I'm confident we'll see significant gains sooner rather than later. Hats off to them. (Once my income stabilizes I'll gotta pitch them some funds...) Envision has made it VERY convenient to get set up, but the whole process still saps more time than "Fire it up and play." So maybe play with it at some point, but either way definitely keep your ear to the ground. I'm hoping in the future we'll get to use it for things like Godot XR or Blender integration.