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Caroline Bobby's avatar

arggggg - I write this instead of filthy words.

I have something to say and will wait until later to say it.

Vic's avatar

Thanks, Sam, for raising this.

AI in formal education is one dimension; however, parental guidance on AI use at home is equally critical and arguably less structured. I was struck when my 8-year-old son turned to an AI system to answer a very basic question—how to care for a dog. He later mentioned that AI tools have already been introduced at school. I would not advocate restricting generative AI in learning environments; rather, this experience reinforced the need to actively develop AI literacy and critical thinking. The priority, in my view, is to cultivate reflective use rather than passive reliance.

I am also not surprised that adolescents, as they begin to develop sexual curiosity, explore digital platforms—including AI systems—to address it. This is not a new phenomenon; it reflects longstanding sociocultural and biological drivers. However, generative AI appears to be accelerating both access and exposure, in ways that outpace the ability of parents, educators, and policymakers to provide adequate guidance or safeguards. In that sense, the technology is not creating the underlying issue but is amplifying it at a rate that challenges existing oversight structures.

For this reason, your framing of “Slow AI” resonates strongly. It captures the need for a more deliberate, developmentally informed approach to integrating these tools—particularly in educational and domestic contexts. This remains a persistently complex problem, with no straightforward solution.

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