Tell students to walk to the corner that best explains about how they feel about the topic. Give the groups a few minutes to talk about the topic and write down the reasons for their decision. How can we augment humans so that they can effectively supervise advanced AI systems? One way is to take advantage of the AI itself to help with the supervision, asking the AI (or a separate AI) to point out flaws in any proposed action. To achieve this, we reframe the learning problem as a game played between two agents, where the agents have an argument with each other and the human judges the exchange. Even if the agents have a more advanced understanding of the problem than the human, the human may be able to judge which agent has the better argument (similar to expert witnesses arguing to convince a jury).

In a circle or small group, one person makes an statement (i.e. “Traffic in the Bay Area is at an all-time high.). The next person adds on by saying, “which leads to…” and the next person adds on by saying, “which leads to…” Each result should be increasingly bigger and more impactful to “blow up the balloon”. The ‘Two hands / One hand” voting system works well here: in this format, students raise two hands (=two votes against) their least favourite character, and one hand against the second least-favoured. This makes for a slightly more sophisticated voting outcome.

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Balloon debates are a great way of promoting research and presentational skills, and invariably make for a very lively lesson! Lesson 1: Students research a character and prepare their presentations Who were the last three people to survive in the balloon, and why were they considered so important? In our example, the global ruler had a choice in the very beginning. Provide an explanation for the taste claim or the health one. In the end, the aspiring world leader vaguely went with both, which led down a rabbit hole of mental shortcuts from which there was no escape. So, one thing we can practice using this game is to make conscious choices in terms of our line of argumentation. In this round, the advocacy groups will need to argue that their policy should be selected by the government. They will have to argue not only that they are better than the others at something, but also explain why that means that overall, they are best choice for spending. For example, someone defending ‘more nurses’ might suggest that ‘saving more lives’ is more important than ‘boosting the economy most’.

Time spent arguing is, oddly enough, almost never wasted. Christopher Hitchens, inventor of the Hitchslap Now, give students in the inner circle 10-15 minutes to discuss the topic. For this duration, all other students focus their attention on the students in the inner circle. Other students are not allowed to speak.

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Rearrange the classroom so that the opposing groups face one another and the observers are seated at one side. Similarly, this activity can be done individually by putting statements on index cards and responding to them as you draw them out of a hat.