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Artificial Intelligence (AI) for Schoolers, Undergraduates, Postgraduates and Professionals: A critical appraisal

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Progressive development of the human brain, a marvel of evolution, underpins our intelligence. Over millions of years, driven by many factors, the capabilities of the human brain have expanded significantly, particularly in the frontal areas and the prefrontal cortex. It facilitated advanced intellectual abilities like abstract thought, language, and problem-solving, setting humans apart and enabling unprecedented levels of learning and cultural variability. In human communication, the development of languages, which are symbolic expressions of thought, has revolutionised the ability of humans to interconnect with each other in a very meaningful way.

From early childhood to adulthood, human intelligence undergoes continuous development, influenced by both genetic predisposition and environmental factors. In infancy, and perhaps also for the first couple of years, intelligence is largely sensorimotor, with babies learning through direct interaction with their environment and developing object permanence. As children progress into the preoperational stage of about 2 to 7 years, symbolic thought and language emerge, though logical reasoning is still developing. The concrete operational stage of 7 to 11years brings logical thought for concrete situations, allowing children to grasp concepts like conservation. Finally, in the formal operational stage of age 12 and over and throughout adulthood, abstract thinking, hypothetical reasoning, and systematic problem-solving become prominent. While fluid intelligence, like problem-solving, may peak in early adulthood, crystallised intelligence, like knowledge and vocabulary, continues to grow well into middle age, demonstrating that intellectual development is a lifelong process.

Now, enter Artificial Intelligence (AI) into this narrative. It represents the next frontier in mimicking and augmenting human capabilities. It is a broad field of computer science dedicated to creating machines that can perform tasks traditionally requiring human intelligence. This includes everything from understanding natural language, recognising patterns in images, to complex decision-making and problem-solving.

At its core, AI aims to replicate cognitive functions like learning, reasoning, perception, and creativity. Unlike traditional programming, where every step is explicitly coded, many AI systems, particularly those relying on machine learning and deep learning, are designed to study vast amounts of data. They identify intricate patterns and relationships that even humans might miss sometimes, and AI continually refines its performance without explicit reprogramming.

The ultimate goal of AI research and development is General AI, which would possess human-level intelligence across a wide range of tasks, including abstract reasoning, common sense, and emotional understanding. While it is still largely theoretical, progress in areas like generative AI, like large language models that can create human-like text or images, points towards the potential for more sophisticated AI systems in the future.

The applications of AI are already pervasive, transforming industries from healthcare and finance to manufacturing and entertainment. AI-powered tools assist in medical diagnoses, optimise supply chains, personalise online experiences, and drive autonomous vehicles. As AI continues to evolve, it promises to further enhance human productivity and capabilities, paving the way for a future where humans and intelligent machines collaborate to tackle increasingly complex challenges.

It is ever so important to critically assess some aspects of the usage of AI by school students, undergraduates, postgraduates and qualified professionals. There is increasing evidence that students who are still in school are becoming overly dependent on AI. The worst scenario is where they use chatbots like ChatGPT and Gemini, just to name two, with Large Language Model (LLM) capabilities to do all the school academic work for them. Not to be left behind, it seems to be spreading to adult students in universities and professionals as well.

ChatGPT is a chatbot (abbreviation of ‘Chatting Robots’) interface developed by OpenAI that is powered by their Generative Pre-trained Transformer (GPT) series of LLMs. So, while ChatGPT itself is the conversational AI application, the “brain” behind it, the part that understands your queries and generates human-like text responses, is an LLM, such as GPT-3.5, GPT-4, or GPT-4o.

Gemini is Google’s family of Large Language Models (LLMs). When you interact with the Gemini chatbot, you are interacting with an application that uses an underlying Gemini LLM. Gemini is also a multimodal AI model, meaning it can process and understand different types of data beyond just text, such as images, audio, and video.

Additional use of AI-powered writing assistants such as Grammarly and Jenni AI does help in all kinds of writing. The great advantage of these is that they detect and point out language errors, and suggest suitable alternatives without autocorrecting what is already written. Then it becomes a very valuable learning experience for he user.

What we should consider is whether there is evidence to suggest that excessive use of AI and almost total dependence on AI in school and university work, which used to involve intensive studying, exercise of memory and working out things, is interfering detrimentally with proper learning and development of academic capabilities? Is it also likely to produce a generation that cannot do much without AI?

This has become one of the most significant and debated topics in education right now. There is indeed a growing body of evidence and widespread concern that excessive and uncritical dependence on AI in school and university work is detrimentally interfering with proper learning and the development of academic capabilities.

When students use AI to generate answers, summarise texts, or solve problems, they bypass the mental effort required for these tasks. This “cognitive offloading” prevents them from developing the neural pathways and cognitive strategies necessary for critical analysis, synthesis, and independent problem-solving. AI can provide correct answers, but it doesn’t ensure the student understands why that answer is correct or the underlying principles. This superficial learning makes it harder to apply knowledge to new, complex situations. Research studies indicate that reliance on AI chatbots can impair the development of critical thinking, memory, and language skills. Participants who used chatbots showed reduced brain connectivity and lower theta brainwaves (associated with learning and memory). A staggering 83% struggled to recall accurate quotes from their AI-generated work, compared to only 10% in non-AI groups.

The act of actively studying, reviewing, and trying to recall information strengthens memory. If AI provides instant answers, students do not engage in this effortful retrieval, leading to weaker long-term memory formation. This is an extension of the “Google Effect,” where people are less likely to remember information, which they know they can easily look up. With AI, this effect is magnified as AI can process and present information in highly structured ways, further reducing the need for personal recall.

While AI can “generate” text, it does so by mimicking patterns in its training data. True creativity often involves novel connections, imaginative leaps, and thinking outside existing patterns; skills that are not exercised when simply prompting AI. The average or most common response is provided by AI, rather than insightful or in-depth ones. This can lead to a homogenization of thought and a decrease in truly original student work.

While AI can correct grammar and improve flow, over-reliance on it for drafting entire essays can prevent students from developing their characteristic voice, sentence structure mastery, and the ability to construct complex arguments logically and persuasively from scratch. If AI can instantly summarise research or find specific facts, students may not develop the diligence and discernment needed to evaluate sources, cross-reference information, or explore topics in depth.

The ease of generating content makes cheating and plagiarism more accessible and harder to detect, undermining academic integrity. Studies show significant percentages of students admitting to using AI for assignments in ways that constitute cheating.

Will it produce a generation that cannot do much without AI?

An equally serious concern is whether continued trends of excessive reliance could lead to a generation that struggles with tasks requiring the ability to analyse problems, identify assumptions, evaluate evidence, and form reasoned judgments without immediate AI input. Will that future generation lack the capacity to break down complex issues, brainstorm solutions, and execute strategies based on their own knowledge and reasoning? Will it lead to a breed of humans with a diminished ability to retrieve and synthesise information from their own minds, leading to a constant need for external tools? Will they have a significantly reduced capacity for generating novel ideas, arguments, or artistic expressions? Will they be quite uncomfortable in grappling with ill-defined problems or information gaps, as AI often provides a seemingly complete, albeit sometimes inaccurate, answer?

What we are trying to say is that AI is NOT inherently bad, but rather, misuse or overuse of it in developmental stages can stunt fundamental cognitive growth.

The Way Forward is Augmentation; Not Replacement

The consensus among educators and professionals is that AI should be viewed as a powerful tool for the enhancement of human intelligence, and not a replacement for fundamental human learning and skills development. It must be used to support rather than substitute human decision-making, cognition, and enhancement of higher functions of the brain. Education needs to adapt by taking firm steps to equip students with the knowledge of how AI works, its capabilities, its limitations, and its ethical implications. It needs to move away from tasks easily completed by AI, towards assignments that require critical thinking, creativity, synthesis of diverse sources, and the application of knowledge in complex, real-world scenarios.

We will need to prioritise and explicitly teach “human-centric” skills like critical thinking, creativity, emotional intelligence, communication, collaboration, and ethical reasoning, which AI cannot replicate. We should go that extra mile to encourage students to use AI outputs as a starting point, but always to verify, critique, and improve upon them with their own intellect. Young people would need to recognise that the world will continue to change rapidly and individuals will need to continuously adapt and learn new skills, even with AI being present. AI should not be the be-all and end-all of everything in this world.

Finally, and in summary, the evidence points to a clear risk that unbridled and excessive AI dependence can undermine core academic capabilities. The challenge for educators and institutions is to harness AI’s benefits while safeguarding and cultivating the uniquely human intellectual and social skills essential for a competent and adaptable future workforce.

This author, even at his current age of three score and ten plus years, uses AI quite a lot. Yet for all that, its usage is carefully employed to get information, opinions and suggestions. He double-checks the information provided by AI to ensure the veracity of the material. Even after collating all details and information, the writing is done using human intelligence to virtually “humanise” the end product and then embellished by correcting the faults in the language, if any, as pointed out by writing assistants. An amalgamation of all these endeavours seems to be the way to go, to enable us to make the most of a valuable treasure trove.



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Features

Silence of the majority keeps West Asian conflict raging

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Pope Leo the XIVth / President Donald Trump

With no military quick-fix in sight to the ongoing, convoluted West Asian conflict it ought to be clear to the rationally inclined that there is no other way to a solution to the blood-letting other than through a negotiated one. Unfortunately, there are not many takers the world over for such an approach.

Consequently the war rages on incurring the gravest human costs to all relevant sides. Whereas it should be obvious to the Trump administration that Iran wouldn’t be backing down any time soon from its position of taking on the US frontally and with the required military competence in the Hormuz Strait and adjacent regions, the US demonstrates a stubbornness to persist with war strategies that are showing no quick, positive results on the ground.

Clearly, the virtual ‘lock down within a lock down’ situation in the Strait is not proving beneficial for either party. Instead, the spilling of civilian blood in particular continues with unsettling regularity along with an all-encompassing economic crisis that carries a staggering material toll for ordinary people all over the world.

From this viewpoint it is commendable for Pakistan to offer itself as a peace mediator and go ‘the extra mile’ to keep the principal parties engaged in some sort of negotiatory process. But its efforts need to win greater support from the world community. It is a time for peace-makers the world over to stand up and be counted.

It is also a time for straight-talking. To his glowing credit Pope Leo XIV is doing just that and he is the only religious head worldwide to do so. Very rightly he has called on President Trump to end the war through negotiations and described it as ‘unjust’ and ‘a scandal to humanity’.

May this crucial cause be taken up by more and more world leaders, is this columnist’s wish. Instead of speaking fatalistically about a ‘Third World War’, decision and policy makers and commentators, and these are found in plenty in Sri Lanka as well, would do better to help in drumming-up support for a peaceful solution and the latter is within the realms of the possible.

Incidentally, the commonplace definition of the phrase ‘World War’ is quite contentious and it would be premature to speak forebodingly about one right now. The fissures within the West on the Middle East conflict alone rule out the possibility of a ‘World War’ occurring any time soon.

Instead, it would be preferable for the international community, under the aegis of the UN, to take the ‘straight and narrow’ path to a peaceful solution. As implied, this path is no easy avenue; it is cluttered with obstacles that only doughty peace makers could take on and clear.

However, the path to a negotiated peace is worth taking and no less a power than the US should know this. After all, the US ‘bled white’ in Vietnam and had to bow out of the conflict, realizing the futility of pursuing a military solution. A similar lesson should have been learned by Russia which bled futilely in Afghanistan. It too is in an unwinnable situation in Ukraine.

The Pope’s observations to President Trump on negotiating peace have earned for him some snarls and growls of criticism but with time these critics would realize that peace could come only by peaceful means and not through ‘the barrel of a gun.’

For far too long the ‘silent majority’ of the world has allowed politicians to take the sole initiative on working towards peaceful solutions to conflicts and wars. As could be seen, the results have been disastrous. The majority of politicians speak the language of Realpolitik only and this tendency runs contrary to the ways of the selfless peace maker.

Power, which is the essence of Realpolitik, and peace are generally at loggerheads in the real world. Power and self-aggrandizement have to be shelved in the pursuit of durable peace anywhere and it is a pity that the likes of Donald Trump and his team are yet to realize this.

At this juncture the ‘peace constituency’ or the silent majority would need to take centre stage and play their rightful role as the ‘Conscience of the World’. If the latter begins to take on the cause of peace in earnest everywhere, the politicians would have no choice but to pay heed to their cause and take it up, since a contrary course would earn for them public displeasure and votes.

An immediate challenge would be for the ‘peace constituency’ to come together and act as one. Right now, such a coordinating role could be played effectively by only the UN and its agencies. Practical problems are likely to get in the way but these need to be managed insightfully and resourcefully by all stakeholders to peace.

In fact the time couldn’t be more appropriate for the backers of peace to come together and work as one. Right now, economic pressures are increasing worldwide and no less a public than that in the US is beginning to feel them in a major, crushing way.

Going ahead the US public, along with other polities, would find the economic consequences of war to be intolerable. There would be no choice but for governments and peoples to champion peace. Peace makers would need to ‘strike while the iron is hot.’

The success of the above endeavours hinges on the importance humans attach to their consciences. The danger about prolonged wars is that they deaden consciences; particularly those of politicians. The latter deaden their consciences to the extent that they prove impervious to the pain and suffering wars incur.

Thus, the ‘peace constituency’ has its work cut out; it cannot rest assured that politicians would prove sensitive to their demands. The latter would need to be constantly dinned into the hearts and minds of politicians and decision-makers if peaceful solutions to conflicts are to be arrived at.

Likewise, the publics of war-torn countries would need to demand the activation and sustaining of accountability processes with regard to those sections that are suspected of committing war crimes and like atrocities. Those publics that cease to demand accountability from powerful sections among them which are faced with war-time atrocity charges are as good as condemning themselves to lives of permanent dis-empowerment and enslavement.

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Don’t take the baby: In the quiet night, mother always returns

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Grey Slender Loris

Chaminda Jayasekara

There is a particular stillness in Sri Lanka’s forests, after dusk — a kind of hushed expectancy where shadows lengthen, cicadas soften their chorus, and the night begins to breathe in its own rhythm. It is a world that does not reveal itself easily. You have to wait for it. You have to listen.

And then, suddenly, you see them — a pair of luminous, unblinking eyes suspended in the dark.

The Grey Slender Loris, or unahapuluwa, emerges, not with drama, but with quiet precision. Small, slow-moving, and almost impossibly delicate, it is one of Sri Lanka’s most enigmatic nocturnal primates — a creature that has survived millennia by mastering the art of stillness.

Yet, during these months — from late March through July — the forests hold a more tender story. It is the breeding season of the slender loris, and with it comes a scene that is often misunderstood by those who encounter it for the first time: a tiny infant, alone on a branch, barely three inches long, its fragile body silhouetted against the night.

Grey Slender Loris with twin babies

To many, it appears to be a moment of abandonment.

To nature, it is a moment of trust.

“People often act out of compassion, but without understanding what they are seeing,” explains Chaminda Jayasekara of the University of Hertfordshire. “A baby loris left alone is not necessarily in danger. In fact, it is part of a natural process that is critical for its survival.”

According to Jayasekara, when a baby loris is about a month old, the mother begins a remarkable routine. As darkness settles, she gently places her infant on a secure branch and moves off into the forest to forage. Her journey can take her hundreds of metres away — sometimes close to 800 metres — as she searches for insects and other small prey.

In those hours of solitude, the infant is not abandoned. It is learning.

Clinging to the branch, it begins to explore its immediate surroundings. Tentatively, almost hesitantly, it reaches out — testing balance, grip, and instinct. It may attempt to catch tiny insects, mimicking behaviours it will one day rely on entirely. This is its first classroom, and the forest its only teacher.

“Those early nights are crucial,” Jayasekara says. “The baby is developing motor skills, coordination, and the ability to interact with its environment. These are things that cannot be replicated in captivity.”

And yet, this is precisely where human intervention often disrupts the process.

Across rural and even semi-urban Sri Lanka, stories circulate of well-meaning individuals who come across a lone baby loris and assume the worst. Driven by concern, they pick it up, take it home, or attempt to hand-rear it — believing they are saving a life.

Grey Slender Loris

But the reality is far more complex — and far more tragic.

“When a baby is removed unnecessarily, it loses something fundamental,” Jayasekara emphasises. “It loses the chance to learn how to survive in the wild. Without that, even if it survives in the short term, its long-term prospects are extremely poor.”

The forest, after all, is not just a habitat. It is a living, evolving system of lessons — how to detect predators, how to navigate branches, how to hunt silently, how to recognise territory. These are not instincts alone; they are behaviours refined through experience.

And the mother, contrary to assumption, is rarely far away.

“If people simply waited — even for several hours — they would often see the mother return,” Jayasekara explains. “She knows exactly where she left her baby. Her absence is temporary, purposeful.”

The advice from conservationists is clear and consistent: observe, but do not interfere.

If you encounter a baby loris, watch quietly from a distance. Avoid using bright lights or making noise. Give it time — at least 10 to 12 hours — before drawing conclusions. In most cases, the situation will resolve itself, just as nature intended.

35 days old Grey Slender Loris

Only if the animal is clearly injured, or if there is strong evidence of abandonment after prolonged observation, should intervention be considered — and even then, it must be done through the proper channels, particularly the Department of Wildlife Conservation.

Attempting to care for such a delicate animal at home is not only ineffective but often fatal.

Sri Lanka is home to two species of slender loris — the Grey Slender Loris and the Red Slender Loris — each adapted to specific ecological zones across the island. Both are protected under national legislation and recognised internationally as species requiring urgent conservation attention.

Their threats are many: habitat loss, road mortality, illegal pet trade, and, increasingly, human misunderstanding.

Yet, in the midst of these challenges, there are also signs of hope.

In recent years, the slender loris has become the focus of a unique form of wildlife tourism — one that values patience over spectacle. Night walks, conducted with trained naturalists and strict ethical guidelines, offer visitors a chance to witness the loris in its natural environment without disturbing its behaviour.

At places like Jetwing Vil Uyana, this approach has been refined into a model of responsible eco-tourism. Over more than a decade, the property has developed a dedicated Loris Conservation Project, recording thousands of sightings while educating visitors and supporting local communities.

Here, the loris is not handled, chased, or exploited. It is simply observed — a quiet presence in a carefully protected landscape.

“The success of such initiatives shows that conservation and tourism do not have to be at odds,” Jayasekara reflects. “When done responsibly, tourism can actually support conservation by creating awareness and value for these species.”

There is something profoundly moving about encountering a loris in the wild. It does not roar or charge. It does not demand attention. Instead, it exists — quietly, deliberately — as it has for millions of years.

And perhaps that is why it is so easily misunderstood.

In a world that often equates visibility with importance, the loris reminds us that some of the most extraordinary lives unfold beyond the spotlight.

It also reminds us of something else — something simpler, yet harder to practice.

Restraint.

Because conservation is not always about stepping in. Sometimes, it is about stepping back. About recognising when nature does not need our help, but our patience.

So if, on some future night, you find yourself walking beneath the trees, and your light catches a tiny figure sitting alone on a branch — do not rush forward.

Pause.
Watch.
Let the moment unfold.

Because somewhere, moving silently through the darkness, guided by instinct and memory, a mother is already on her way back.

And by morning, the forest will be whole again.

 

By Ifham Nizam

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Kumar de Silva: 40 years of fame and flair

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Kumar de Silva: The four-decade journey

We first saw him on the small screen in January 1986 – a relatively raw, totally untrained and a very nervous 24-year-old presenting ‘Bonsoir’ on ITN.

And now, 40 years later, and as one looks back, one realises what a multi-dimensional journey Kumar de Silva has navigated across the small screen yes, from your television screens to your laptops, and iPads, tabs, and mobile phones.

Says Kumar: “It is the French language I speak that opened the world of television to me, 40 years ago. It was ‘Bonsoir’ alone, and so to my French teacher at Wesley College, Mrs. BA Fernando, to ‘Bonsoir’, and to the Embassy of France in Sri Lanka, I am eternally grateful”.

Promoting the French language, and culture, in Sri Lanka, in a big way

Kumar went on to say that on the heels of ‘Bonsoir” came ‘Fanclub’, on ITN, describing it as yet another resounding success story which saw him as a music DJ on TV.

His inherent talent saw him handle a range of contrasting programmes across ITN, TNL, Prime TV and SLRC with consummate ease – from News Reading, Business Talk Shows, Celebrity Chats, to Dhamma discussions, on Poya Days, to name a few.

Kumar – the 1986 look

Trained in Paris in television production and presentation, the Government of France, in 2012, conferred on him the title of ‘Chevalier dans l’Ordre des Arts et Lettres’ (Chevalier in the Order of Arts and Letters) in recognition of his contribution to promoting the French language, and culture, in Sri Lanka.

In celebration of his four decades on the small screen, Kumar recently launched ‘Bonsoir Katha’, the Sinhala translation (by Ciara Mendis) of his English book ‘Bonsoir Diaries’ (2013), at a gala soiree. at the Alliance Francaise de Colombo, under the distinguished patronage of the French Ambassador in Sri Lanka, Remi Lambert, and francophone President Chandrika Kumaratunga.

He’s now excited about launching the French version of this book, ‘Les Coulisses de Bonsoir’, in Paris, in autumn this year. It is currently being translated by Guilhem Beugnon, a former Deputy Director of the Alliance Francaise de Colombo. This will, co-incidentally, also be Kumar’s 30th visit to Paris.

Chief Guest French Ambassador in Sri
Lanka Remi Lambert

Says Kumar: “The word GRATITUDE means a lot to me and so I always make it a point to spend time with two very special French people every time I go to France. One is Madame Josiane Thureau, formerly of the French Foreign Ministry, who began ‘Bonsoir’ in Sri Lanka. way back in the mid-1980s. The other is Madame Aline Berengier, the lady who designed the ‘Bonsoir’ logo – the Sri Lankan elephant in the colours of the French national flag”.

Kumar is also a much-sought-after Personal Development and Corporate Etiquette Coach in Colombo’s corporate world. Over the past 15 years, tens of thousands of corporates, have been through the different modules of his interactive training sessions. There have also been thousands of school leavers and undergraduates from national and private universities, many of whom will constitute the corporates of tomorrow.

Guest of Honour francophone President Chandrika Kumaratunga at the gala soiree
at the Alliance Francaise de Colombo

The multi-talented Kumar turns 65 next year, and his journey on the small screen still continues – you see him on the (monthly) ‘Rendez-Vous with Yasmin and Kumar’ on the French Embassy’s YouTube Channel, and (every Friday) on ‘Fame Game with Rozanne and Kumar’ on Daily Mirror Online, Hi Online and The Sun Online.

There’s yet another podcast in the pipeline, he indicated, but diplomatically declined to give us details. All he said, with a glint in his eye, was, “It will hit your screens soon.”

Whatever he has in mind, one can be certain that the new programme will continue to showcase Kumar de Silva’s enduring presence in Sri Lanka’s entertainment scene.

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