The Similarity Between AI and Homer Simpson: Both Lack the Complexity and Intelligence to Replace Us

Artificial intelligence (AI) has often been touted as the future of technology, capable of surpassing human capabilities and potentially rendering us obsolete. However, according to Professor Angus Fletcher, AI is far from intelligent and resembles the bumbling character Homer Simpson more than anything else. In his view, the notion that AI can replace humans is nothing more than a marketing ploy, as AI lacks true intelligence and is merely an oversized calculator, incapable of the creative genius found in individuals like Van Gogh, Shakespeare, or even the average person at a local pub.

Professor Fletcher, a renowned polymath, and neuroscientist from Scotland, challenges the prevailing belief that AI can replicate human thought processes. His groundbreaking theory of ‘story-thinking’ or narrative intelligence suggests that the human brain operates differently from a computer. Instead of relying solely on logic, our minds function as ‘story machines,’ weaving plots and envisioning futures. In essence, our brains are narrative-driven, not logic-driven.

To support his theory, Professor Fletcher delved into the world of literature, obtaining a doctorate in literature from Yale University. By understanding the minds of renowned storytellers, he sought to apply their knowledge to his scientific research. This unique interdisciplinary approach culminated in the establishment of the Project Narrative Laboratory at Ohio State University, where he currently serves as a professor of ‘story science.’ The application of narrative thinking in real-world scenarios has proven to enhance intelligence and creativity, making humans more effective in their endeavors compared to purely logical approaches taught in traditional education.

Professor Fletcher’s expertise extends beyond academia. He has collaborated with major AI companies on their natural language processors, similar to ChatGPT, and debunked the idea that these technologies could replace human screenwriters. While AI excels at specific tasks such as logistics, library searches, and audio transcriptions, it falls short in fields requiring human skills like teaching, engineering, medicine, writing, therapy, caregiving, and management. The limitations of AI were already evident in 2011 when IBM’s Watson computer triumphed in the US quiz show Jeopardy. Despite the hype surrounding Watson’s victory, the idea that it could replace doctors proved to be unfounded, highlighting the shortcomings of AI.

Moreover, AI’s pervasive presence in the digital realm has led to the proliferation of AI-generated ‘spam’ or meaningless content. AI’s capacity to synthesize and blend vast amounts of information often results in mindless random plagiarism and the production of banal and nonsensical text. While AI can be entertaining and useful for simple tasks, it cannot understand stories or engage in narrative thinking, which is deeply ingrained in human cognition.

The disparity between AI and human intelligence stems from the fundamental differences in how our brains function. While computers rely on logic, humans are inherently driven by narratives. The human brain evolved to initiate actions, explore new behaviors, and create plots and plans. This narrative-centric approach allows for creative problem-solving and the exploration of multiple solutions, a stark contrast to the rigid formulaic thinking often reinforced in traditional education systems.

Professor Fletcher’s research resonated with the US Special Forces, who sought his expertise to enhance their soldiers’ planning and creativity. By encouraging flexible and creative thinking, soldiers could adapt to unforeseen circumstances on the battlefield, leading to better outcomes without resorting to violence. Paradoxically, the same training that benefited special forces also proved valuable for primary school children. By instilling story-thinking in children, they become better equipped to solve their own problems and navigate the challenges of life.

This approach challenges the prevailing education system, which heavily emphasizes logic and standardized assessments. The traditional focus on memorization and formulaic learning stifles creativity and limits individuals’ ability to solve real-world problems. Fletcher argues

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