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LLMs as the Worst of Both Worlds: A Review of Cory Doctorow’s The Reverse Centaur’s Guide to Life After AI

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Cory Doctorow’s 2025 book Enshittification named something we all experience as the internet gets further encrusted with advertising, bots, videos we didn’t ask for, paywalls, and monetization strategies. The blight spreads everywhere: consider the internet of things, for example, where even simple appliances now are enveloped with “smart” features and subscription services that frequently serve as just another layer of frustration and malfunction.

Doctorow’s latest book, The Reverse Centaur’s Guide to Life After AI, develops a somewhat similar argument in relation to AI. Punchy as ever, Doctorow seeks to pop the AI bubble as soon as possible, slay the sacred cows of AI inevitabilism, and reevaluate AI’s expansion into our lives by reminding us that “the most important fact about a technology isn’t what it does, it’s who it does it for, and who it does it to.” (Which is reminiscent of Postman’s questions to ask of a new technology and Wendell Berry’s standards.)

To unmask the shortsightedness of AI boosterism, the analogy he employs throughout the book is that most current iterations and applications of AI in the form of LLMs actually turn humans into reverse centaurs. Which, he argues, is a really dumb and inefficient thing to do to humans; it only serves business owners looking to reduce labor costs and big tech firms looking to increase capital investment. To summarize Doctorow’s analogy, a centaur combines the best of horse and human to end up with something fast and smart (horse’s bottom half, human’s top half). A reverse centaur combines the worst of horse and human to end up with something slow and dumb (human’s bottom half, horse’s top half). It’s the worst of both worlds. Doctorow explains, “a reverse centaur is a human who is conscripted into acting as an assistant to a machine.” Doctorow unpacks this comical yet all-too-true analogy with story after story throughout the book.

As he unpacks the reverse-centaur analogy, one of his consistent drumbeats is that it doesn’t have to be this way. Doctorow argues that AI can be a useful tool that helps us be centaurs if and when we want. But when it’s thrown into countless sectors of the economy, deployed rapidly in the political sphere, embedded into apps and programs without our consent, and boosted by AI techno-prophets, most of us don’t benefit—and even more, we existentially feel the loss of our agency as we’re caught in the undertow of the AI wave. Doctorow spends much of his effort naming the feeling that we are being acted upon by forces beyond our control and imagining ways to regain our agency. As he puts it,

This is a book about AI can and cannot do, but even more important, it’s about the possible social arrangements of AI, from not using some AI technology at all, to using it in ways that let some of us choose to be centaurs, while saving our friends and neighbors from being conscripted into reverse-centaurity….There is nothing about the technology of AI that determines how it must be used. We can choose to use it sometimes, or never, or all the time, depending on our needs and proclivities. We don’t have to let billionaires tell us how it must be used.

Doctorow’s blog-style writing works. He delivers zingers and pulls none of his punches. And his humor and bluntness help reveal just how nonsensical AI-hype can be. But there were points where I wanted him to show his work, and where a more systematic treatment might make his arguments more compelling. Perhaps that’s a book he didn’t intend to write, but it’s one that needs to be written.

This is More than a Tech Issue

Doctorow argues that all the hype, innovation, disruption, and instability surrounding AI are not primarily driven by the technology itself, but by the economic incentives and investment structures that drive venture capital and big-tech firms—and the ability of Big Tech’s inner-ring to control the narrative in order to drive investment toward their companies. In other words, as Gary Marcus has been saying for years, AI i’s a bubble that’s bound to pop. Doctorow connects the dots to prior tech bubbles and points to misaligned incentives that drive AI firms to give the appearance of being growth companies. For example, you embed AI into every nook and cranny of your existing app or product, and then declare, “Look how many more people are using AI!” All the while ignoring the fact that users didn’t ask for it, and many find it annoying. Much of AI expansion is not being driven by demand but is top-down. The companies need to do this, Doctorow explains, “because the alternative to growth isn’t stasis, it’s collapse.” This is no small matter, since just a handful of AI firms account for such an outsized portion of the value of all U.S. stocks: “Keeping the growth story alive isn’t about one company, or one sector. The entire U.S. economy hangs in the balance.” Doctorow explains that to be an effective AI critic, “you need to strike at the source of AI’s power, which is the investment capital it attracts.”

One Liners, Doctorow Style

Doctorow provides ample ammunition for soundbites and rhetorical clinchers as he wades through the BS of AI hype with points like this:


  • In describing how the push for driverless trucks would require massive investment in dedicated infrastructure for separate lanes, wireless networking, and more, he states what should be obvious to us all: Driverless trucking is just “a shitty version of a train.”

  • Doctorow says we should stop romanticizing AI hallucinations and call them what they really are: errors, “the more prosaic term we use when discussing other technologies.”

  • He highlights the well-documented effects of automation blindness, a phenomenon that should figure more prominently in considering if and how AI is deployed. The AI industry says that with AI, workers will “become a ‘human in the loop,’ charged with confirming the judgments the AIs make at a superhuman clip.” Except that’s not how it works—ever. Asking workers to babysit AI is an impossible task because “when your job is to review something that is usually fine, you eventually lose the ability to spot when it’s not fine.”

  • Doctorow uses the term “actual, existing AI” throughout the book. He does so to make a vital distinction between the hype and promises of AI optimists and the actual normal use-cases of today’s LLMs, which, he says, tend to be lucrative for companies but ghastly for customers and workers.

  • AI also has a predictable way of obscuring human responsibility. Corporations and governments—and well, honestly, all of us—like finding ways to avoid responsibility. Consider the frequent response to government failures that avoids any individual culpability or personal admission of error, “mistakes were made.” AI functions as a further “accountability sink” that insulates us from the effects of our decisions. This is not healthy for anyone. Doctorow captures the essence of the issue: “Practically everyone who falls for the AI hype is dreaming of getting a human need fulfilled without having to extend moral consideration.”

  • He also argues that an LLM or image generator can’t truly create any meaning. “All it can do is add vaporous filler to the meaning that is contained in a human user’s prompts.” We assign meaning to what AI generates because of our tendency to anthropomorphize our machines. He calls this the “cognitive illusion of intention” and finds silly the whole idea that AI might be or become conscious: “A conscious being isn’t a word-guessing app that knows more words and has more computing power to guess with.”

  • Doctorow investigates the energy impacts of AI and argues that unlike the internet and many other prior technologies that became more efficient with expansion (thanks to good unit economics), it is the opposite with AI. “Each generation of AI foundation models have been vastly more expensive to train and operate than the previous generation. Not only that, but many refinements in AI that are meant to improve accuracy and reduce ‘hallucinations’ involve breaking a prompt down into multiple pieces and prompting an AI to respond to each prompt, turning that response into a new prompt, over and over again, to produce ‘chains of thought.’”

The Limits of Doctorow’s Approach

As someone who follows and participates in the AI discourse closely, I found myself nodding along frequently throughout the book. Doctorow especially shines in helping readers understand the economics behind AI and why the incentives frequently are so misaligned with consumer interest. Highlighting the energy impacts of AI is also important. However, I struggled to find a consistent thread holding his views and arguments together. Is there an underlying framework or metaphysic that informs his perspective? While I recognize that we are not brains on sticks who always act rationally in accord with some ideal worldview or first principles, it is helpful when authors gesture to larger ideas or concepts that guide their thought. But I also know that’s not Doctorow’s style.

Where my nodding along slowed down was when Doctorow offered beneficial use-cases for AI. This is where I have a lot of pause in general. Can it be a useful tool in some cases? Yes, I think so. Many people tell me it is. But I keep wondering, can we keep this thing within the bounds we think we can? Or is it like the ring of power? It just seems to bleed into everything else. It talks back. It forms us. I’ll give two examples:

Doctorow argues that artists and musicians can use “AI to do the drudge work, while keeping the fun parts of making art for human artists.” This sounds great in theory. And I’m not denying that we already outsource to machines a certain degree of “drudge work” in art and creative activity (and in all sorts of other human activities and jobs). But what if part of our creativity is bound up in that “drudge work”? What amount of strain and struggle can we outsource before negatively impacting our creativity and capacities? What about how that drudge work forms us, gives us experiences of discipline, and develops our humility? L.M. Sacasas poses the question this way: at what point will humans cross “a threshold of artificiality” beyond which our “capacity to flourish as human beings is diminished”? I don’t know what the answer is, but I do know the question is essential for us to ask ourselves frequently in an age when everything seems frictionless.

I also found his support of AI therapy a bit naïve. He even mentions ELIZA, the first chatbot therapy experiment, but uses it as support for how humans have found chatbot therapy helpful, rather than as the warning that its creator Joseph Weizenbaum came to see it as. I think this is one of the most concerning uses of chatbots, as it touches so centrally on our human desire for relationship, but does so in ways that can only simulate or mimic the real thing at the cost of missed opportunities to develop the real thing.

I did like some of his ideas to forge a new relationship to this technology. For instance, I was intrigued by his suggestion that the future of LLMs might be to have them run as stand-alone models on local computers. This eliminates most of the privacy and data concerns about current cloud-based LLMs and also minimizes the data center energy impact

I also can see the potential of his specific use-cases of LLMs and AI in advanced forms of database analysis, voice-to-text transcription, translation, and more (when done carefully and by those with enough prior knowledge, wisdom, and experience to know when something’s wrong). These are what he calls centaur uses, where we benefit from what the tool excels at. None of these suggested uses that I think show at least some promise have anything to do with human relationships or needs, and they certainly don’t require a flattering chatbot that pretends to be a human. And that is part of the overriding problem we face currently: the form in which so many of us are encountering AI is in this anthropomorphized way, which strikes at the very heart of human beings as language beings, relational beings, beings who want to be seen and heard, known and loved. And I’m not sure Doctorow has a robust enough anthropology to name this problem and so put AI in its proper place.

Image Credit: Chris Marker, La Jetée (1962)


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mrmarchant
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The 100,000 whys of AI

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One of the most painful arguments I keep having with fellow techies is the question of whether you can distinguish between human-written and AI-generated text.

Their skepticism is rooted in reason: at their core, LLMs are state-of-the-art statistical models of how humans talk. If so, the output from the model should be almost by definition indistinguishable from human language under any statistical test.

I don’t think this is always argued in good faith; at least some of the debates are started by folks who wish to maintain deniability for their own underhanded use of the tech. But if you sincerely hold this belief, I present you the following collage:

The image shows about 150 Amazon book covers that appear if you search the site for “100000 whys” (link). Some of these books are category bestsellers in children literature. You can view a zoomable, full-resolution version here.

There’s nothing inhuman about any of these titles or covers. At the same time, I probably don’t need to convince you that you’re staring at the purest form of AI slop that now fills up many nonfiction book categories on Amazon. More specifically, what we’re seeing here is the artifact of the tools being quasi-deterministic: if a hundred “authors” give their favorite AI tool a similar prompt — say, “generate a reference book for children” — the model will produce functionally identical output perhaps 80% of the time.

The similarities in the collage go far beyond the choice of titles: for example, all the covers in the top row feature a roaring dinosaur in the top left corner of the design. There are many other clusters in the data, too. Look for a recurring red-and-white cartoon rocket, a golden retriever, a lion, and so forth.

This is precisely what makes LLM writing distinctive: it’s not that the models’ individual mannerisms are different from ours. It’s that they resort to the same, complex set of mannerisms in response to almost any normal prompt. This is a fuzzy signal, so you shouldn’t fire your intern when they say “it’s not this — it’s that”. But in more casual settings, it’s OK to trust your gut. In fact, these instincts are becoming increasingly important because traditional models of online interactions fall apart if it takes much less effort to produce content than to engage with it.

PS. If you’re using an LLM to automate blogging: yes, the tech is amazing, but chances are, your publication could be renamed to “100,000 Whys”.

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If AI Is Sentient Then So Is ‘Age of Empires II’

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If AI Is Sentient Then So Is ‘Age of Empires II’

In a viral essay about how ludicrous the idea that LLMs are conscious is, science fiction writer Ted Chiang asked us to consider Microsoft Word:

“Being open to the possibility that LLMs are conscious is the same as being open to the possibility that Microsoft Word is conscious, or, more precisely, that multiple distinct consciousnesses are dormant in every Word document containing a conversational transcript, and that they are awakened every time the document is loaded,” Chiang wrote. “Should you consider the possibility that every time you open a Word document, you are bringing multiple conscious interlocutors into existence, and every time you close one, you snuff their existence out? No. Contemplating that scenario is not a good use of your time.”

Let me tell you about a Microsoft AI researcher, then, who recently spent quite a lot of time considering whether the legendary Microsoft real time strategy game Age of Empires II is conscious, and built a basic neural network within the video game using digital goats to prove his point.  

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This Week in Student Success

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Was this forwarded to you by a friend? Sign up for the On Student Success newsletter and get your own copy of the news that matters sent to your inbox every week.


It has been a minute since I last posted. What have I been reading, and what has happened in student success in the interim?

I've been on a translation kick recently, and a lot of my reading this week confirmed my thinking on the issue. It is not so much that we have a lack of information, but rather that there is a gap between what institutions think they are providing and what students perceive they are receiving.

Do students see the things that faculty believe that they are doing?

As much as it might portray me as a geek, I must confess to experiencing a frisson of excitement every time I see a new Tyton Partners survey report land in my inbox. Yes, they cover topics that are right in my wheelhouse. But what I really love is that they usually include student, faculty, and administrator perspectives on the same topic and have a knack for presenting the data in ways that highlight internal contradictions.

The latest Time for Class report is no exception. The report focuses heavily on AI and especially on the ways it has created challenges for faculty and forced some of them to rethink how they teach and, in particular, how they design and run assessments.

But for me, the most interesting thing in the report may have nothing to do with AI at all. Instead, I found myself fascinated by the disjuncture (Phil Hill argues that I am disproportionately attached to that word. I'm not. I just keep seeing them everywhere.) between what faculty say they are doing and what they are actually doing—or at least how those practices are being experienced by students.

Take this question about what practices faculty report using often or in every class. It sounds like someone swallowed the training schedule for the Center for Teaching Excellence.

Chart showing the teaching practices instructors report using often or in every class - providing clear expectations and using arubric and active learning come in at over 80%

I am sorry, but I am really not buying that 80-odd percent of faculty are using rubrics and active learning. Not at all, let alone often or in every class. Maybe 56% are using a dashboard if you count a quick glance at the LMS, but I'm not sure that really counts.

To me, this chart paints an overly sanguine picture of innovative teaching. Contrast it, for example, with the answer to this question about the major instructional challenges identified by faculty.

Chart showing top instructional challenges faced by instructors - cheating and attendance were rated highest

If most instructors are routinely setting clear expectations, using active learning, providing regular feedback, assigning authentic work, and designing courses around student engagement, why are cheating and attendance still the two biggest challenges?

That does not necessarily mean faculty are being dishonest. It may mean that faculty and students define these practices differently. It may mean that instructors are using them occasionally rather than consistently. Or it may mean that many of these practices are being implemented in ways that students do not experience as particularly meaningful. Whatever the explanation, the two charts sit uneasily beside one another.

But a little side comment attached to a later discussion of workforce readiness suggests what might be going on.

When asked whether they were incorporating real-world projects into their courses, between 58% and 73% of faculty said they were, depending on whether workforce readiness was a high priority for them. Yet only 26% of students reported completing a real-world project in a course.

Chart showing workforce activities instructors are implementing - between 73% and 58% say they use them but only 26% of students say they see them in courses

That is not a small gap. Maybe faculty and students define "real-world project" differently. Maybe these projects are concentrated in a subset of courses. Maybe faculty are counting assignments that students do not perceive as particularly authentic or connected to the real world.

I don't know the answer. But when nearly two thirds of faculty say they are assigning real-world projects and only a quarter of students say they have completed one, it suggests that something is getting lost in translation.

Does this disjuncture extend to other teaching practices, such as active learning? If students do not recognize the things institutions believe they are providing, then measuring implementation may tell us very little about actual student experience.

We may have reached the point where most faculty know the language of good teaching: rubrics, active learning, authentic assessment, career relevance. The question is whether students are actually experiencing those things in meaningful ways.

I wish Tyton had explored this disjuncture in more detail because I suspect it lies at the heart of much of the engagement challenge in higher education and, by extension, student success itself.

Girls just want to get paid

A new report from the Strada Education Foundation digs into data from its 2025 State Opportunity Index to examine who gets paid for work-based learning. The results are disappointing.

Work-based learning—and student employment more broadly, including internships and apprenticeships—is becoming increasingly important in helping graduates secure meaningful employment. That point was reinforced for me by a recent report from ZipRecruiter that also landed in my inbox. Looking at recent graduates, ZipRecruiter found significant differences in employment outcomes based on prior work experience.

Which makes Strada's findings all the more troubling.

Chart showing 81% of recent grads with some college work experience were employed compared to 40% without some college work experience

But a lot of internships and work-based learning is unpaid, severely limiting access for those for whom working on an unpaid basis is simply out of the question. Strada found a significant difference in the number of paid opportunities between four-year schools and two-year institutions. But within these broader categories, women, first-generation students, and students from underrepresented racial and ethnic groups were far less likely to be paid for work-based learning opportunities.

Chart showing Work-based learning participation at 4-year and 2-year institutions by 1st gen status and gender
Chart showing Work-based learning participation at 4 year and 2 year institutions by race and ethnicity

The disproportionate impact at two year institutions is particularly concerning. We increasingly tell students that work-based learning is essential to career success while simultaneously making many of those opportunities financially inaccessible, especially for those who need it most. In other words, we have translated the importance of work-based learning but not yet translated access to it.

Birds

I found a newsletter listing of 100 of the greatest bird names. I found it useful as a potential source of new nicknames for annoying collaborators or colleagues.

Who amongst us, for example, has not had to deal with a Screaming Cowbird?

Image of a Screaming Cowbird

Not to mention an Oleaginous Hemispingus (I once worked with several of those).

Image of an oleaginous Hemispingus

There are many others (Bananaquit, Obscure Berrypecker, etc., etc.). But you, dear readers, you are the Charming Hummingbirds of my life.

Image of a Charming Hummingbird

In defense of progress

The latest U.S. Department of Education Condition of Education 2026 report contains some good news for those of us focused on student success. Given how much of the conversation centers on crisis and decline, it is worth occasionally remembering that many of the metrics we care about have actually improved over the past decade.

Some of the highlights for me include the following.

At two-year institutions, completion rates were higher across every student category for the 2016–17 entering cohort than for the 2009–10 entering cohort. First-time students, returning students, full-time students, and part-time students all saw gains.

Image showing an increase in the outcomes for students at 2 year institutions - completion rates are higher for the 2016-17 cohort compared to the 2009-10 cohort

Completion rates are also higher for the 2016-17 cohort than the 2009-10 cohort across all time frames in both 2-year and 4 year institutions.

Chart showing that completion rates increasing at 4, 6 and 8 years for the 2016-17 entering cohort of students compared to the 2009-10 cohort.

Sometimes the translation problem works in the opposite direction. We have become so accustomed to narratives of decline that we overlook evidence of improvement. But we shouldn’t do that, instead we should celebrate this progress.

Distrustful, skeptical, still interested

Public Agenda has a subtly nuanced and useful report examining the experiences of young men and their engagement with civic institutions, including higher education. The authors map respondents along two dimensions—trait orientation and political alienation—and use those dimensions to create a set of personas that help explain how different groups of young men view institutions, opportunity, and their place in society.

The first dimension, trait orientation, clusters young men into two categories based on individuals’ conceptions of manhood. The relational orientation emphasizes the self in relation to others and social obligations, while the self-driven orientation emphasizes the self as a domain of effort and an agent of achievement. The second dimension, political alienation, measures the extent to which young men feel disconnected from and unrepresented by public institutions and is binarily defined as trusting and distrusting.

By combining these dimensions into a 2×2 matrix, we attempt to understand variation among young men by linking internal conceptions of manhood and personal identity with external perceptions of belonging and institutional representation. The framework proposed here is not intended to be all-encompassing but to serve as an analytical lens for interpreting how young men make sense of their place in what they describe as a complex world.

Image showing the 2X2 framework of different types of young men

In terms of higher education they describe a situation where the majority of men are distrusting of higher education or simply don’t see the ROI.

Chart showing that young men believe college is a quesionable investment

Young men especially question the extent to which higher education will prepare them for a career.

Chart showing that asubstantial numbers of young men believe that colleges do not align with workplace needs though it varies with ethnicity

Despite this, a large percentage of young men without a degree indicate that they would like to obtain one.

Among young men who do not have and are not currently pursuing a degree, 80 percent would like to earn one, but they identify challenges.

Chart showing that a substantial proportion of young men would like to earn a degree but face various barriers including cost

And those who did complete a degree see it as paying off in multiple ways.

Chart showing that young men with college degrees believe that it helped them grow personally, professionally and socially

I find the contrast between the lack of trust and negative perceptions of ROI and yet the continued desire to get a degree fascinating. One of the things this suggests to me is that when it comes to men we have a translation problem in higher education. The challenge may not be convincing young men that education matters. It may be helping them translate higher education into the futures they want.

It looks like they are hosting a webinar on this report on July 9th.

Musical coda

Something to hold on to


f you found this issue useful, feel free to forward it to the Charming Hummingbirds in your own life.

Thanks for being a subscriber.

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mrmarchant
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Show your hands honor for the strange power they bring you

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On designing finger-friendly interactions. (7,700 words. 38 playgrounds.)
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The Pancake-Flipping Problem

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Bill Gates' only academic paper is about flipping pancakes. His was combinatorial. Ours is tribological: the wedge mechanics, beam stiffness, and friction coefficients of getting a thin blade under a five-inch ricotta cake without tearing it.
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