We had two intense days during which we wanted to address issues that perhaps trouble all of us. We understand our responsibility and see how quickly the world is changing
in this regard. While four years ago we could still deny reality which might have been more comfortable for some, today we know that we cannot do that. We attempted
to incorporate certain elements of situational development analysis from the perspective of new technologies into this program, delve into a few very specific examples, and also raise some methodical, or perhaps even more than methodical, reflections discuss some very concrete examples, as well as prompt some methodological, or more than methodological, reflection. A reflection on a certain philosophy of the development of this memory, which we consider as a commitment that is in our hands.
This is all a very challenging and highly responsible task. Challenging because we live
in the present time, and technological acceleration does not make it easier for us
to analyze long-term trends or observations, such as what has worked and what has not over the past decade, simply because the things that existed a decade ago no longer exist. Now, there are new things. It does not make sense to scrutinize, you have to act a bit more intuitively or analytically. This is not easy, especially in museums that like to think about themselves in a long-term perspective.
So, there is this acceleration and we are behaving a bit as if we have to modernize a part
of our locomotive, but while it is running because it does not stop. Therefore, we exchange the parts for the newest, not yet tested, ones while the locomotive is in motion, and not
on some side track where it can stop for some time. This is always stressful, because we are aware of the responsibility. In the event that we, in our world of various institutions, museums, and educational centers about the Holocaust, about World War II, were to break something in this regard, it would remain broken. Remember, school systems
and textbooks in every country that I have been to in Europe are about a decade or two behind memorial sites, museums, and extracurricular educational institutions on these topics. They are responsive, but they do not really lead the way. Every teacher facing challenges on this track understands exactly what I'm talking about.
So, we have no right to break anything here, but the train is gaining speed. Moreover, this train will slowly turn into a barely controllable rocket because if there's one topic we haven't delved into much here, perhaps because we are just observing or getting acquainted with it, is artificial intelligence. At the moment, it can still be somehow distinguished from these new technologies, because new technologies are a specific form, whereas artificial intelligence is starting to become content.
For now, this content is funny, amusing; you can ask it questions, request it to draw something, etc. This is a small act of plagiarism from everything that can be swiftly copied within a few seconds using multiple servers. It hatches something small that is
a plagiarism of everything. Even lawyers find it challenging to determine the ownership
of copyrights in the context of artificial intelligence. It plagiarizes what already exists
and doesn't really create anything new yet.