Carry On

The girl Zina said, "I have something for you."

"A present?" 

He held out his hand, trustingly.

Only a child's toy. An information slate, such as every young person had. He felt keen disappointment.

"We made it for you,” Zina said.

"Who is that?" 

He examined the slate. Self-governing factories turned out hundreds of thousands of such slates. Each slate contained common microcircuitry. 

“Mr. Plaudet gave me one of these already," he said.  "They're plugged into the school."

"We make ours differently," Zina said. 

“Keep it. Tell Mr. Plaudet this is the one he gave you. He won't be able to distinguish them from each other.  See?  We even have the brand name on it." 

With her finger she traced the letters I.B.M.

"This one isn't really I.B.M.," he said.

"Definitely not. Turn it on."

He pressed the tab of the slate. On the slate, on the pale gray surface, a single word in illuminated red appeared.

VALIS

Philip K Dick, 1981

Grok:  Hey! What's on your mind?

BK:  Tell me if you think this is theoretically possible

G:  Sure, go ahead and share the idea or scenario you're thinking about. I'll give you my thoughts on its theoretical possibility.

BK:  Would you say most children on the planet have access to internet?

G:  No, most children around the world do not have access to the internet. According to reports and data from various sources, including UNICEF and the International Telecommunication Union (ITU), there's a significant digital divide. A substantial portion of school-age children globally, particularly in low-income countries, rural areas, and regions like sub-Saharan Africa and South Asia, lack internet access at home. Estimates indicate that around two-thirds of the world's school-age children do not have internet connection in their homes, highlighting a digital divide that impacts educational opportunities, especially in times of school closures like those caused by events such as the COVID-19 pandemic.

BK:  What about smart phones

G:  Regarding access to smartphones among children globally, the situation is complex and varies significantly by region, economic status, and other factors. 

Global Smartphone Ownership: Approximately 56% of the world's population owns a smartphone as of 2024, but this does not directly translate to children's access. 

Children's Access: 

• In Developed Countries: A high percentage of children have access to smartphones. For example, in the U.S., 91% of children have a smartphone by the age of 14, and in the UK, nearly a quarter of children aged 5-7 already have their own smartphone. Similar trends are observed in other developed nations where smartphone ownership among children is increasingly common, often starting at a young age.

• Emerging Economies and Developing Countries: The picture is different. While mobile phone penetration, including smartphones, has grown significantly, access for children is not as widespread. In India, only 24% of the population reported owning a smartphone in 2019, which suggests a lower rate among children. However, there's an increase in smartphone use, especially for educational purposes, with 50% of children in rural areas having access to smartphones by 2021.

• Global Disparities: Despite the growth in smartphone use globally, the ITU notes that around 2.6 billion people remain offline, indicating that many children, particularly in less developed regions, do not have personal access to smartphones. This is often due to economic constraints, lack of infrastructure, or cultural norms around technology use for children.

Conclusion: While many children in wealthier countries or urban settings in developing countries have access to smartphones, globally, most children do not have their own smartphone or even regular access to one. The disparity is significant, with access heavily influenced by geographic, economic, and social factors. Therefore, it's not accurate to say that "most children on the planet" have access to smartphones.

BK:  Is Starlink built for this reason?

G:  Starlink, operated by SpaceX, was indeed designed with the goal of providing internet access to underserved and remote areas around the world, but its utility extends beyond just children's access to smartphones. Here's how Starlink aligns with this purpose:

Objectives of Starlink:

• Rural and Remote Connectivity: Starlink aims to bridge the digital divide by providing high-speed, low-latency internet to areas where traditional internet infrastructure like fiber optics or cellular networks is either too expensive or impractical to deploy.

• Global Coverage: With plans to have thousands of satellites in low Earth orbit (LEO), Starlink seeks to offer coverage nearly everywhere on the planet, which inherently includes regions where children have little to no internet access.

• Education: Starlink's capability to provide internet in remote and rural areas has been highlighted for its educational benefits, allowing schools and students in these areas to access online resources, participate in e-learning, and connect with global educational platforms.

Regarding Children's Smartphone Access:

• Indirect Benefit: While Starlink isn't specifically built for children's access to smartphones, by providing internet connectivity, it indirectly supports any device's connectivity, including smartphones. This can be particularly beneficial in scenarios where children share devices or where schools use smartphones for educational purposes.

• Starlink Direct to Cell: SpaceX has been developing a service called "Starlink Direct to Cell" aimed at providing satellite internet directly to mobile phones, which would further enhance children's access to the internet via smartphones in areas without traditional cellular service. This service, however, is in its early stages and initially focuses on text messaging with plans for voice and data services later.

Practical Considerations:

• Cost: While Starlink aims to make internet access more available, the cost of the service and the equipment might still be prohibitive for many families in underserved areas, although there are initiatives for discounted services under programs like the US government's Lifeline for low-income households.

• Infrastructure: Starlink requires a user terminal (often referred to as a "dish") to connect to its satellites, which might not be feasible for every child or household due to the need for installation, cost, and an unobstructed view of the sky.

In summary, while Starlink's primary aim is broader than just enabling children's smartphone usage, its infrastructure significantly contributes to the potential for children in underserved areas to gain internet access, which could be through smartphones or other devices.

BK:  Here’s the idea: in three years, 2/3 of the world’s children have access to internet via tablet.   Educational lessons in STEM, activities, nutritional and physical fitness tracking is offered, the results of which are entered into a central AI that slowly tailors the education to the strengths and weaknesses of the child.

G:  The idea you've proposed is theoretically very possible, but its realization would depend on several factors:

1. Internet Access:

• Expansion of Starlink or Similar Services: With the continued rollout of satellite internet like Starlink, achieving widespread internet access, even to remote and underserved areas, could be feasible. Starlink's goal is global coverage, and if its expansion continues at pace, by 2027, it could significantly increase the number of children with internet access. However, the cost, both of service and equipment, would need to be addressed to reach a large portion of the world's children.

• Government and NGO Support: Collaborations with governments and non-governmental organizations (NGOs) would be crucial to subsidize costs, create infrastructure, and ensure that the service reaches the most vulnerable populations.

2. Tablets Distribution:

• Affordability: Tablets would need to be extremely affordable or distributed at a subsidized cost to reach two-thirds of the world’s children. This could involve partnerships with tech companies, donations, or innovative financing like buy now, pay later for schools or communities.

• Durability and Maintenance: Tablets distributed to children worldwide would need to be rugged, easy to repair, or replaceable at low cost to handle the rigors of use in various environments.

3. Educational Content and AI:

• Content Development: Creating educational content that is culturally relevant, multilingual, and accessible would be a massive undertaking. This would need to involve educators, tech companies, and potentially AI to automate and personalize content.

• AI for Personalization: The development of an AI system that can effectively analyze data from educational activities to tailor learning experiences would be challenging but not impossible. 

This would require:  

• Privacy and Data Security: Ensuring children's data is handled securely and ethically.

• Algorithmic Accuracy and Bias: The AI must be designed to avoid perpetuating educational biases or misjudging a child's capabilities based on limited data.

• Scalability: The system would need to scale to millions or billions of users, which poses technical challenges in terms of computing power, data storage, and real-time processing.

4. Cultural and Linguistic Barriers:

• The content must be available in numerous languages and suitable for diverse cultural contexts to be truly inclusive.

5. Infrastructure and Training:

• Teachers and parents would need training on how to use and integrate this technology into education. Infrastructure like power supply in remote areas would also need addressing.

6. Ethical and Regulatory Considerations:

• There would be significant ethical implications regarding data privacy, especially concerning minors. Regulations around data use, educational technology, and child safety would need to be navigated.

Conclusion: 

While this scenario is theoretically possible, it would require an unprecedented level of global cooperation, technological innovation, and financial investment. It would also necessitate overcoming significant logistical, cultural, and regulatory hurdles. If these challenges could be addressed, such a system could revolutionize education, making it more personalized and accessible, particularly for children in underserved areas.

BK:  Let’s say an impossible cultural shift occurs and the world leaders make this a priority.  Now the child is providing data and engagement that drives improvements in AI.  For every goal reached by the child, a tiny percentage of bitcoin is invested in an account. By the time the child is ready for high school, all expected educational goals have been met and they have accrued enough bitcoin to fund the next phase of education

G:  In this scenario where world leaders prioritize this educational initiative and an impossible cultural shift occurs to support it, here's how this system might work:

1. Cultural and Policy Shift:

• Global Commitment: With leaders globally prioritizing this, there would be a unified effort to distribute tablets, ensure connectivity, and create educational content. This might involve new international treaties or agreements focusing on education and technology.

• Cultural Acceptance: The idea that children engaging with AI for education and earning cryptocurrency for achievements would need to be culturally accepted, which in this scenario, we're assuming has happened.

2. Implementation of the System:

• Tablet Distribution and Internet Access: Every child receives a tablet with internet access. This could be through initiatives like Starlink or through a massive expansion of terrestrial internet infrastructure.

• Educational Content: AI-driven educational platforms would be developed to offer lessons tailored to each child’s learning pace, style, and interests. Content would be in multiple languages and culturally relevant.

• AI Feedback Loop: 

• Data Collection: As children engage with educational content, their interactions, progress, and outcomes are fed back into the AI system.

• AI Development: This data would be used to refine AI algorithms, making educational experiences more personalized and effective.

3. Bitcoin Incentive System:

• Micro-Investments: For each educational goal or milestone achieved, a micro-amount of Bitcoin (or another cryptocurrency) is deposited into an account for each child.

This could be:  

• Performance-Based: Completing lessons, mastering concepts, or achieving certain scores on assessments.

• Engagement-Based: Participation in educational activities, creativity in projects, or peer teaching.

• Cryptocurrency Management: 

• Wallets: Secure, child-friendly cryptocurrency wallets would need to be developed or adapted, with stringent security measures to protect these assets.

• Regulation and Oversight: Governments or educational bodies would need to ensure these accounts are managed ethically, legally, and in the child's best interest.

4. By High School:

• Educational Success: With personalized AI education, the expectation is that by high school, children would have met or exceeded educational goals, gaining a solid foundation in various subjects, including digital literacy and AI understanding.

• Bitcoin Accumulation: 
• Growth: Assuming Bitcoin's value continues to rise or at least maintains its value, these micro-investments could accumulate to a significant amount by the time a child reaches high school.
• Educational Funding: This Bitcoin could then be used for further education, whether for tuition, books, or other educational expenses.

Challenges and Considerations:

• Volatility: Bitcoin's price volatility could be a significant risk. Strategies like converting to a more stable cryptocurrency or using a diversified crypto portfolio might be considered.

• Privacy and Security: Protecting children's data and their cryptocurrency holdings would be paramount.

• Scalability: Managing this system globally would require immense infrastructure and governance.

• Equity: Ensuring the system doesn’t widen the gap between those who understand cryptocurrency versus those who don't would be crucial.

• Ethical AI Use: The ethical implications of using children's data to improve AI would need careful consideration.

This scenario, while utopian and highly innovative, would represent a significant shift in how education and finance are approached globally, leveraging technology for both learning and economic empowerment.

The Great Commandment