I imagine not, though I haven't looked into it.

Are the cars shitty, or are they ranked 3rd?

Is it though? Its always far easier to be loud and obnoxious than do something constructive, even with the internet and LLMs, in fact those things are amplifiers which if anything make the attention imbalance even more drastic and unrepresentative of actual human behaviour. In the time it takes me to write this comment some troll can write a dozen hateful ones, or a bot can write a thousand. Doesn't mean humans are shitty in a 1000/1 ratio, just means shitty people can now be a thousand times louder.

If I know correctly, it is not possible to export posts, comments, replies.

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.

This is what I want to know also. "AI textbooks" is a great clickbait/ragebait term, but could mean a great variety of things.

I wish the batteries were modular/interchangeable. You could just pull into a station, remove the spent battery and replace it with a full one, the spent one can then just get recharged and stored at the station for the next user to change out. You could even bring some extra ones in the trunk for a long trip!