cassalian

The war on misinformation seems to be driven by the democrats today; however, it could easily be driven by the republicans in the future. Regardless of who is pushing the war, IMO a war on misinformation will always lead to polarization. After all, your opponents aren't rational, rather, they've been brainwashed. As such, there is no need to engage with your opponents views, conveniently leaving your own views completely unopposed (and thus obviously correct and good).

To be clear, I'm not talking about non-violent crime or even most types of violent crimes - I'm referring to the most violent of offenders. There are 7 billion people in this world, I think society will carry on just fine if we remove the tiny fraction of people from society that commit the most heinous of violent crimes (i.e wanton murder).

So what's society get out of rehabilitating this person? Let's assume this person can add moderate value to society, such as being capable of working an average job decently well (thus bringing value to their employer, the customers they help, and greater society through taxes). Now weigh that value added against the fact that their victim will never re-enter society again. Is that value added worth it, and is it fair to their victim?

I am open to having my opinion changed on this topic so if you have a good argument for why we should be concerned with the most violent offenders, please do share and I will weigh what you say carefully. However, please make sure you are addressing the case of deliberate, unprovoked murder since my response is only addressing this form of crime.

Even in early level mathematics, there are plenty of opportunities to introduce word problems that can only be solved by applying the relevant techniques. As long as the teachers are defining these word problems themselves (rather than pulling them from an online resource), they stand as a pretty good guard against cheating since they require students to first recognize the technique that needs to be applied, and then to extract the relevant variables from the word problem to apply that technique.

Furthermore, in early level mathematics, you can still have students present solutions to problems and explain why the solution works. For instance, say you were interested in whether or not a student has grasped the basics of derivatives - simply get on a call with that student, give them a random function to solve the derivative for, and then have them do so in front of you.

These are all things I've quickly thought of that would have at least be partially effective in measuring knowledge. I imagine any person with a career dedicated to instructing students could come up with many more options that could be even more effective.

> Instead, they seem happy we're making their study possible, and accepting of what they're asked to do. They know it's important that they can demonstrate unequivocally that they have particular skills.

Students are happy to be able to study and know that it's important to demonstrate their skills - but that doesn't mean that they wouldn't be happier if they could demonstrate their skills without the invasive testing software. I argue this is setting up a false choice: "you can either learn nothing at all, or do so under this cheating software". But the reality of the situation is that they can still learn and demonstrate their skills without the cheating software.

Is it necessary though? Have you considered there are ways other than testing for a student to demonstrate their knowledge on a subject? Projects, presentations, and writing all come to mind as effective ways to measure knowledge on a subject and do not require treating all students like cheaters because a few choose to do so.