People say this in a very large number of other contexts. Mathematica has been able to do many integrals for decades and yet we still make students learn all the tricks to integrate by hand. This pattern is very common.
Yes. But to be fair to your specific point, symbolic solving of integrals used to be a huge skill in the engineering education. Nowadays, it is not a focus anymore, because numerical solutions are either sufficiently accurate or, more importantly, the only feasible approach anyway.
Sorry, I should have quoted properly in my reply.
My first sentence ("Yes.") was in general agreement with you, the second sentence was specifically about
> Mathematica has been able to do many integrals for decades and yet we still make students learn all the tricks to integrate by hand
But maybe, integrating by hand is still as big as ever in other parts of academia. Or were you thinking about high school? I'm fairly sure, that symbolic solving of integrals is treated as less important in education these days, than it was before digital computers, but I could be wrong. Mathematica's symbolic solve sure is very useful, but numeric solutions are what really makes the art of finding integrals much less relevant.
Is that what "academia" wants? Last I checked "academia" is not a dude I can call and ask for an opinion or definition of what it was interested in.
I will make an explicit, plausible, counterpoint: academia wants to produce understanding. This is, more or less, by definition, not possible with an AI directly (obviously AIs can be useful in the process).
Take GR as an example. The vast majority of the dynamical character of the theory is inaccessible to human beings. We study it because we wanted to understand it, and only secondarily because we had a concrete "result" we were trying to "achieve."
A person who cares only about results and not about understanding is barely a person, in my opinion.
I can't understand why any person at any point in time would ever think that computers make sense in a classroom unless the class is specifically about using computers.
Fine tuning works on an input/output basis. You are rewarded for producing a plausible output _now_.
RL rewards you later for producing the right output now. So you have to learn to generate a lot of activity but you are only rewarded if you end up at the right place.
In SFT you are rewarded for generating tokens plausible to the proof, one token at a time. In RL you are expected to generate an entire proof and then you are rewarded or punished only when the proof is done.
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