Here is a short essay by Hollis Robbins on AI and education, excerpt:
Every faculty member should begin to write a detailed memo specifying the following: “What specific knowledge do I possess that AGI does not? What unique insights or capabilities can I offer that exceed AGI systems? Which students, and in which topics, would benefit enough to pay to learn from me and why?” Faculty who cannot produce this memo with concrete, defensible answers have no place in the institution. There is no middle ground.
Every dean must immediately audit their course catalog against one criterion: what advanced knowledge or skills does this course offer that AGI cannot replicate? Each course must demonstrate specific knowledge transfer or skill development that exceeds AGI capabilities. It will become obvious that the highest value courses are those aligned with specific faculty expertise. General education courses focused on basic knowledge transfer become indefensible. If the information is general enough to be called “general education,” AGI can deliver it more effectively than any human instructor. This will eliminate most of the current curriculum.
Universities will retain faculty in three categories: those advancing original research beyond AGI capabilities, those who teach the use of advanced equipment and sophisticated physical skills, and those handling previously undiscovered source materials or developing novel interpretations that outstrip AGI’s analysis. In the sciences, this means laboratory-based faculty who validate AGI-generated research proposals and offer advanced hands-on training with advanced equipment. In engineering and the arts, it’s faculty who guide students in high-level physical manipulation, augmented by AI tools. In the humanities, it’s scholars working with newly discovered primary sources, untranslated manuscripts, or archaeological evidence not yet processed by AI, as well as those creating fundamentally new interpretive frameworks that transcend AGI’s pattern-recognition capacities.
The curriculum narrows dramatically. Most lecture courses disappear. What remains are advanced research seminars where faculty share findings from new source materials or original experiments, intensive laboratory and studio sessions for hands-on skills, and research validation practicums where students learn to test AGI hypotheses. This represents a 60-70% reduction in current faculty positions, with remaining roles requiring fundamentally different capabilities than traditional academic work.
There is more of interest at the link.
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