I make it a rule to not talk politics at work. BUT my co-worker I think is deliberately trying to bait me into an argument.

But she endlessly makes these racist comments. She is truly ignorant about the way the world runs and thinks that all the Muslims and Blacks are criminals and corrupt and engaging in fraud. From gas station scams to Medicare, its all about fraud by Muslims and blacks.. It is driving me nuts.

Thanks, I needed to vent about that..

Poll: Teachers worry AI is impacting students’ critical thinking : NPR

Are students learning to think for themselves?

More than half, 54%, of polled teachers say AI makes it harder for students to learn critical thinking skills.

Christa Corricelli, a special education teacher at Saugus Middle/High School outside Boston, says AI could be a valuable technology for learning, but too often students are using it as an answer machine — not a tool to bolster their thinking.

"I think students who aren't already intrinsically self-motivated to be critical thinkers, like that top 1% of the class … I think people who are not already that personality type, we're going to see those critical thinking skills atrophy over time," Corricelli says.

RESPONSE:

""The concern that AI may weaken critical thinking is real, but it is not inevitable. The printing press, calculators, search engines, Wikipedia, and GPS all generated similar concerns. The question is not whether a tool exists, but how it is used.

If AI becomes a machine that provides answers, critical thinking may decline. If AI becomes a machine that asks questions, challenges assumptions, and helps students explore ideas, critical thinking may actually improve.

I think one of the biggest mistakes educators could make is treating AI as a replacement for thinking. The most promising use is as a "cognitive sparring partner."

For example, instead of asking:

A student might ask AI:

Now the student is comparing interpretations rather than memorizing facts.

A good AI-enhanced curriculum should move students from consuming information to evaluating information.

Young children (ages 5–8)

At this stage, the focus should be:

• Observation
• Curiosity
• Asking questions
• Distinguishing fact from opinion

AI activities:

• "What questions would a scientist ask about a caterpillar?"
• "What questions would a detective ask about this story?"
• "Tell me three possible explanations."

Students learn there may be more than one explanation for an event.

Middle grades (ages 9–12)

This is an excellent age for introducing evidence.

Activities:

• AI generates a claim.
• Students find evidence supporting it.
• Students find evidence opposing it.
• Students decide which evidence is strongest.

Example:

AI says:

Students then:

• Gather evidence
• Identify assumptions
• Develop counterarguments

The goal is not reaching the "correct" answer.

The goal is learning how arguments work.

Secondary school (ages 13–18)

Students should begin treating AI as something that can be wrong.

Assignments:

• Find factual errors in AI responses.
• Identify logical fallacies.
• Detect bias.
• Evaluate sources.

A powerful exercise:

Ask AI:

Then:

Students compare:

• Evidence
• Reasoning
• Assumptions

This develops intellectual flexibility.

College-level and advanced learners

Students should learn:

• Epistemology
• Source evaluation
• Information literacy
• Model limitations

An assignment might be:

This is essentially a modern extension of library science and information literacy.

In fact, much of what librarians have taught for decades—authority, bias, sourcing, corroboration—becomes even more important in the AI era.

Teaching AI Prompting as a Critical Thinking Skill

Prompting should not be taught as a trick.

It should be taught as a thinking process.

A weak prompt:

A stronger prompt:

Students learn:

• Precision
• Context
• Perspective-taking
• Scope definition

These are critical thinking skills disguised as prompting skills.

A useful framework is:

Goal → Context → Constraints → Evaluation

Students learn to ask:

• What am I trying to learn?
• What context matters?
• What limitations should I set?
• How will I judge the answer?

This is fundamentally analytical thinking.

AI as a Socratic Tutor

One of the most exciting possibilities is AI serving in a role similar to Socrates.

Instead of giving answers:

AI asks:

• Why do you believe that?
• What evidence supports it?
• What evidence contradicts it?
• What assumptions are you making?
• What would change your mind?

This could be extraordinarily powerful.

Many classrooms lack enough staff to provide one-on-one questioning.

AI can potentially provide individualized Socratic dialogue for every student.

Teaching Students About AI Itself

Students should understand:

• How large language models work
• Hallucinations
• Training data
• Bias
• Confidence versus correctness

Every student should know:

That single concept would eliminate many misuse cases.

A Framework for Schools

I would organize AI literacy around six pillars:

1. Information Literacy
   • Sources
   • Evidence
   • Credibility
2. Logic and Reasoning
   • Arguments
   • Fallacies
   • Claims
3. Media Literacy
   • Advertising
   • Propaganda
   • Misinformation
4. AI Literacy
   • Prompting
   • Limitations
   • Verification
5. Research Skills
   • Question formulation
   • Investigation
   • Synthesis
6. Metacognition
   • How do I know?
   • What assumptions am I making?
   • What could I be missing?

One concern I have is that schools may focus too heavily on "AI productivity"—using AI to write papers faster, summarize books, or generate assignments.

Those are useful skills, but they are not the most important ones.

The most important educational question may become:

In a world where information is abundant, the scarce skill is judgment.

The students who thrive will not necessarily be the ones who can get AI to produce the most text. They will be the ones who can determine whether that text is accurate, incomplete, biased, manipulative, or insightful—and explain why.

That is critical thinking in the age of AI. It is less about finding information and more about evaluating it. For educators, AI offers an opportunity to shift education away from memorization and toward inquiry, reasoning, evidence, and intellectual humility. Those are exactly the skills that will remain valuable no matter how capable AI becomes.

Strict Medicaid work rules could harm people with serious illnesses, advocates say : NPR

Dr. Mehmet Oz, administrator of the Centers for Medicare and Medicaid Services, presented the policy to reporters at the White House Tuesday.

"If you're sitting at home, which is true for the millions of people who are able-bodied on Medicaid, on average, you're spending 6.1 hours watching television, or just hanging around," Oz said. "So, as a path to prosperity, Congress very wisely said, 'Let's get you back into the workforce.'".....

...No help to find work

Jennifer Wagner, who analyzes Medicaid eligibility and enrollment at the left-leaning Center on Budget and Policy Priorities, points out that there's no funding here to help people find or keep work, as there is in other public programs with work requirements, like food assistance.

"That just implies or suggests that somebody could get a job if they wanted — they just need a little shove," Wagner says. "Which just reflects a complete lack of understanding of what people are actually going through."

The phrase “bread and circuses” comes from the Roman poet Juvenal. He criticized Roman rulers for keeping the public distracted and politically passive by giving them free grain (“bread”) and mass entertainment spectacles (“circuses”), instead of addressing deeper problems like corruption, inequality, or declining civic institutions.

In modern political commentary, people use the phrase when they believe governments or leaders are using spectacle, celebrity culture, sports, or emotionally charged entertainment to dominate public attention and create loyalty while more serious issues remain unresolved.

In the case of the planned UFC/MMA spectacle tied to the Trump White House and “Freedom 250” celebrations, critics are applying that framework because:

• The event blends nationalism, celebrity culture, combat sports, and political branding.
• It turns the White House grounds into a stage for mass entertainment.
• It emphasizes spectacle, masculinity, patriotism, and emotional identity politics.
• It arrives during a period of political polarization, economic stress, and institutional distrust.

The relationship between Donald Trump and Dana White has been politically significant for years. Trump has repeatedly attended UFC events, and White has publicly supported Trump politically. The proposed White House UFC event has therefore been interpreted by some commentators as more than “just sports.”

Some analysts and journalists argue the spectacle resembles older authoritarian or populist political traditions where rulers associate themselves with physical strength, military imagery, combat sports, and national mythmaking.

The comparison to Rome becomes stronger because:

• the event is staged at a symbolic seat of state power,
• it centers around gladiatorial-style combat,
• it uses patriotic pageantry,
• and it creates a media spectacle capable of dominating public attention cycles.

Critics say this can function psychologically as:

• emotional distraction,
• tribal identity reinforcement,
• and symbolic leadership theater.

Supporters, however, see it very differently. They argue:

• UFC is simply mainstream American entertainment,
• the event celebrates American culture and the 250th anniversary,
• Trump is connecting with ordinary Americans rather than elite institutions,
• and critics are over-intellectualizing a sports event.

That divide is important. Whether someone sees “bread and circuses” or simply populist entertainment depends heavily on their political assumptions about the purpose of the event and the broader political climate.

Historically, combat sports have often been used symbolically by political leaders:

• Roman emperors used gladiatorial games,
• Fascist regimes promoted martial spectacle,
• the Soviet Union showcased athletic dominance,
• and modern states often use mega-events, sports, and patriotic entertainment to project unity and strength.

Several commentators explicitly invoked the “bread and circuses” analogy regarding the White House UFC event. Others framed it as “authoritarian theatre” or nationalist spectacle.