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photo credit: Kim Kyung-Roon/Reuters
In Japan, robots are seemingly everywhere, from hanging out with your grandparents to making your ice
cream. SoftBank’s Pepper is a humanoid robot that can perform a number of tasks and has found work in
places like banks, nursing homes, and restaurants.
Robot Priest Sending You to Afterlife
Well thanks to molding company Nissei Eco and their programming, Pepper is looking to find work in
funeral homes as a Buddhist robot priest. Yes, you read that correctly, this robot priest wants to officiate
your funeral. During the ceremony, he will chant, recite prayers, and tap a drum as you are sent off into
the next life. For full authenticity, Pepper can even be properly dressed in a full Buddhist robe.
We know what you thinking. Why? Well dying in Japan is actually really expensive as funerals can cost
over $25,000. Plus with the aging and shrinking population, priests are sometimes hard to find. When
you do find one they cost on average $2100. Nissei Eco is looking offer the Pepper robot priest at just
$450 per funeral.
Source : https://yellrobot.com/robot-priest-will-officiate-your-funeral/?fbclid=IwAR0di-
KJJOe1Do1UOie8zf33rV6vdtlovryVIAY6_Wy5bW01v8ssa0QZEI0
Why we need both science and humanities for a Fourth Industrial Revolution education
he potential automation of many jobs raises some big and tricky questions, but one of these hasn’t
received sufficient attention: what is the true purpose of education at a time when machines are getting
smarter and smarter?
I’ve spent my career working with some of the brightest engineers in technology and greatest
humanitarians at the UN thinking about how we could bring the benefits of innovation to our customers
and society worldwide. The latest and most powerful of these is the impending launch of the fifth
generation (5G) wireless network, which can handle 1,000 times more data volume than the systems in
place today.
As technology evolves, it’s become increasingly clear to me that our education systems are not preparing
people for the opportunities that 5G and other Fourth Industrial Revolution breakthroughs will present.
Educators, policy-makers, non-profits and the business community need to confront this fact – even if
(especially if) this means questioning long-standing practices and trendy assumptions.
As more computers equal or surpass human cognitive capacities, I see three broad purposes for
education:
Most obviously, to instil the quality STEM skills needed to adequately meet the needs of our
ever-more-technological society;
Just as importantly, to instil the civic and ethical understanding that will allow human beings to
wield these powerful technologies with wisdom, perspective and due regard for the wellbeing of
others;
To find much more creative and compelling ways to meet these first two needs across a far wider
range of ages and life situations than has traditionally been the case in our education systems.
Quite understandably, the education-for-the-future discussion has focused on STEM (science, tech,
engineering, math). Indeed, STEM education is a major priority for our own company; our Verizon
Innovative Learning programme provides free connectivity, state-of-the-art equipment, a STEM
curriculum and practical training to help low-income kids bridge the digital divide.
The logic for this is straightforward: as noted above, the value of these subjects in a tech-driven era is
indisputable. If anything, our society must significantly improve its STEM education across all income
levels and age groups and among both genders.
Yet there’s a case to be made that our society’s growing focus on STEM – while both laudable and
necessary – has spawned an either/or mentality that undervalues the very subjects that might help us
become the best stewards of technology. Those subjects include such core humanities as history,
philosophy, literature and the arts.
The idea here is not to privilege some subjects over others; rather, it’s to yank us out of the increasingly
pointless dichotomy between sciences and humanities. To master this new epoch, we need both – and
we need to integrate them as never before.
What we really need, in short, are genetic engineers who have deeply absorbed Brave New World and
historians who are capable of sophisticated data analysis. The sciences have ever more to give to the
humanities and vice versa.
The case for such integration springs directly from the headlines. Time and again in the past few years,
we’ve seen tech-savvy executives commit unforced errors as they interact with broader society on
complex and sensitive issues like consumer privacy and the integrity of the political system.
The lesson is clear: for technology to deliver on its promise of human betterment, it needs a cultural and
moral compass. For too long now, the disciplines that instil such a compass – the humanities – have been
dismissed as an anachronism; whereas, on the contrary, they may be precisely what enables us to make
the best use of increasingly potent technologies.
Have you read?
Source: https://www.weforum.org/agenda/2018/09/why-we-need-both-science-and-humanities-for-a-
fourth-industrial-revolution-education