Flavio Comim

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Flavio Comim

Flavio Comim

@FComim

Professor Catedrático e Decano da IQS School of Management, Universitat Ramon Llull; VHI; bye-fellow St Edmund’s;ex-econ sênior PNUD

Katılım Mart 2010
426 Takip Edilen10.1K Takipçiler
Flavio Comim
Flavio Comim@FComim·
indeed
Luiza Jarovsky, PhD@LuizaJarovsky

🚨 For all those wondering about their professional future in the "age of AI," don't miss this GREAT article by @AshishDhawanTCF and @PramathSinha. It's especially relevant for teenagers, young professionals, and parents who are trying to provide the best possible advice to their children about which skills and careers to focus on today. The AI debate has led millions to rethink their careers and professional choices (as I see in every new cohort of my AI Governance Training). The interesting part is that it might end up bringing people closer to their interests, values, talents, and mission, in a deeper, more existential sense. As with previous technological waves, we know that work will be disrupted (although it's still unclear exactly how). Hopefully, we will both individually and collectively manage to adapt and thrive.

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Flavio Comim
Flavio Comim@FComim·
Interesante
The New Yorker@NewYorker

Today, the idea future is deeply woven into the practical fabric of our lives. “It’s almost as though we live there,” Joshua Rothman writes. “And all sorts of people—technologists, writers, artists, politicians, investors, and businesspeople—now work to shape our notions about what’s to come.” How’s that going? Two facts stand out. First, since no one actually knows the future, guessing, speculating, or simply making things up remains the state of the art for almost everyone involved in describing it. (Prediction markets, the biggest recent innovation in forecasting, are based on the recognition that experts are often wrong.) And second, our views of the future tend to be dark, and seem to be getting darker. Young people, in particular, increasingly report that they’ve “lost the future” as something to look forward to; they feel trapped in a world careening out of control. A survey conducted by Pew Research found that only 14 per cent of Americans would transport themselves to the future, if given the choice; nearly half say that they’d prefer to live in the past. Looking ahead, we see mostly malevolent inevitabilities—climate change, oligarchy, autocracy, A.I. overlords, and the like. The open future has closed up on us; we’re back in the end times, where we started. But for most of history, people didn’t try predicting the future. Rothman writes about how, maybe, that was wise: newyorkermag.visitlink.me/yFUZTG

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The Economist
The Economist@TheEconomist·
Prolonged AI use may make it harder to think critically and creatively, recent research suggests. But there are ways to keep the brain fit economist.com/science-and-te…
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Virginio Gallardo
Virginio Gallardo@virginiog·
El noventa por ciento de más de 1.000 profesores dicen que les preocupa que los programas de inteligencia artificial generativa (GenAI) como ChatGPT y Copilot disminuyan las habilidades de pensamiento crítico de los estudiantes universityworldnews.com/post.php?story…
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Ismael Sanz
Ismael Sanz@sanz_ismael·
Prohibir móviles en los centros puede reducir su uso y mejorar el clima percibido por el profesorado, pero no es realista esperar que, por sí sola, la medida dispare las notas o resuelva el acoso. Es una pieza útil, no una solución mágica. New York Times: El debate no debería ser “móviles sí o no”, sino qué esperamos de la escuela: más atención, convivencia, lectura, conversación y bienestar. Para lograrlo hacen falta normas claras, apoyo a familias y centros, y expectativas basadas en evidencias. nytimes.com/2026/05/07/opi…
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The Economist
The Economist@TheEconomist·
Once the country with the world’s highest literacy rate, Sweden’s reading standards have declined of late. The government is now determined to dial down digital education in response economist.com/europe/2026/05…
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Camus
Camus@newstart_2024·
A group of UC Berkeley students did a 9-week digital detox… and the results were striking. Cognitive neuroscientist Dr. Sahar Yousef (UC Berkeley Haas) found that participants experienced less anxiety, less depression, and more mindfulness. Some students said they suddenly started noticing all the positive things in their real life once the constant scrolling stopped. Dr. Yousef also raised a concern, noting that heavy daily tech habits may be linked to brain changes: “We’re actually seeing brain atrophy… degradation of certain brain areas related to self-awareness [and] cognitive control.” (Note: This is an emerging area of research — more long-term studies are needed.) This feels very relatable. The longer I step away from endless scrolling, the clearer and calmer my mind seems to get. Our digital habits have become so automatic that we rarely stop to consider their impact on mental health and focus. Have you ever tried even a short digital detox? What difference (if any) did you notice?
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The New Yorker
The New Yorker@NewYorker·
“I do not think that A.I. will singlehandedly destroy college. But I do think that it will accelerate an already growing disillusionment with higher education,” Jay Caspian Kang writes, as he tries to justify putting money aside for his daughter’s college tuition. newyorker.com/news/fault-lin…
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The Economist
The Economist@TheEconomist·
The worry about AI is not that it will unleash Terminators. Instead, it is that, as it helpfully provides companionship, romance and decision-making, AI will also numb some essential element of our humanness economist.com/international/…
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Ismael Sanz
Ismael Sanz@sanz_ismael·
📚 “El problema no es que los alumnos tengan menos capacidad, sino que viven en un entorno que erosiona su atención, paciencia y concentración”. Carlos Javier González defiende una escuela de silencio, tiempo, esfuerzo y pensamiento profundo frente a la hiperestimulación constante. Educar no es entretener: es despertar el deseo de saber. @Aspirar_al_uno hola.com/padres/2026050…
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Ismael Sanz
Ismael Sanz@sanz_ismael·
The New York Times: No puedes “gamificar” una educación real. La obsesión por hacer que aprender sea siempre “divertido” ha llevado a llenar las aulas de pantallas, juegos y estímulos rápidos. Pero educar no es entretener: es exigir atención, esfuerzo y pensamiento profundo. La tecnología debe ser una herramienta complementaria, no el centro del aprendizaje. nytimes.com/2026/04/19/opi…
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The New Yorker
The New Yorker@NewYorker·
Proponents of generative A.I. in elementary and middle schools argue that early exposure to the technology will foster digital-media literacy. But A.I. also poses significant cognitive and social-emotional risks to young people. newyorkermag.visitlink.me/oatrzG
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DW Brasil
DW Brasil@dw_brasil·
A crise da escrita à mão.
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