Em posts anteriores já tinha tido a oportunidade de mencionar o trabalho do conhecido catedrático Sueco Nick Bostrom (membro do restrito grupo dos Scopus Highly Cited Scientists-SHCS), nomeadamente em Dezembro de 2019, no post “Universidade de Oxford: A hipótese do mundo vulnerável” e num post de Julho de 2020, sobre um artigo publicado na revista The Economist, que abordou o facto (gravíssimo) dos Governos de muitos países, incluindo de países do primeiro mundo, preferirem ignorar os riscos de muitas catástrofes  https://pacheco-torgal.blogspot.com/2020/07/the-economistthe-next-catastrophe-and.html

Convém recordar que se trata do mesmo catedrático Sueco que em 2016 defendeu, que a Inteligência Artificial era muito mais perigosa para a espécie humana do que as alterações climáticas https://www.theguardian.com/technology/2016/jun/12/nick-bostrom-artificial-intelligence-machine mas paradoxalmente, agora no seu novo livro, “Deep Utopia: Life and Meaning in a Solved World“, admite uma hipotese excessivamente optimista sobre a mesma IA, que admito é teoricamente possível, mas que é muito pouco provável, no curto prazo, de uma “super” IA, que conseguirá ultrapassar a inteligência humana em todas as áreas do conhecimento e que irá permitir que os humanos já não precisem de trabalhar, porque pura e simplesmente, o trabalho humano se irá tornar nesse improvável contexto, obsoleto.  

Sobre o referido livro, reproduzo abaixo três solicitações que fiz ao modelo de IA Generativa Microsoft Copilot: 

Solicitação nº 1: Comment on 2024 book Deep Utopia by philosopher Nick Bostrom

Resposta do Microsoft Copilot:  “Deep Utopia” by philosopher Nick Bostrom is a thought-provoking exploration of a world where things go right. Bostrom, renowned for his previous work on superintelligence, shifts the conversation from the dangers of AI development to a scenario where we successfully develop superintelligence, govern it well, and harness its immense potential. In this solved world, human labor becomes obsolete, and we enter a state of “post-instrumentality” where our efforts are no longer necessary for practical purposes. Technological maturity even allows for the complete malleability of human nature. But here lies the philosophical and spiritual challenge: What is the purpose of human existence in such a world? What gives life meaning when practical needs are met effortlessly?

Solicitação nº 2: Provide an answer to the question: “What gives life meaning when practical needs are met effortlessly?

Resposta do Microsoft Copilot: When practical needs are met effortlessly, life’s meaning often transcends mere survival. It shifts toward self-discovery, personal growth, and contributing to others. The canvas of existence broadens, allowing us to explore passions, relationships, creativity, and the pursuit of knowledge. In this realm, love, purpose, and connection become the vibrant hues that color our lives

Solicitação nº 3: Produce a deeper reply.

Resposta do Microsoft Copilot: In this serene realm where practical necessities no longer weigh us down, we find ourselves standing at the crossroads of existence. Here, the mundane struggles of survival have receded, leaving space for the extraordinary to emerge. Let us explore the facets that illuminate life’s purpose:

1.     Self-Actualization: Freed from the shackles of scarcity, we embark on a journey of self-discovery. Our minds become fertile soil for curiosity, creativity, and exploration. We seek to unravel the mysteries of our inner landscapes, nurturing our passions and talents. The canvas of existence awaits our strokes, inviting us to paint our unique masterpiece.

2.     Connection and Compassion: When practical needs are met, our hearts expand. We recognize our shared humanity—the delicate threads that bind us all. Acts of kindness, empathy, and compassion become our currency. We find meaning in lifting others, in being the soothing balm for wounded souls. Connection transcends transaction; it becomes communion.

3.     Legacy and Contribution: The pursuit of legacy beckons. We ask ourselves: What mark shall we leave upon this world? Our actions ripple through time, shaping the lives of generations yet unborn. Whether through art, science, or simple acts of goodness, we seek to contribute—to be a footnote in the grand narrative of existence.

4.     Wonder and Awe: Practical ease does not dull our wonder. Instead, it sharpens our senses. We marvel at the intricacies of existence—the dance of particles, the constellations’ silent stories, the fragile beauty of a dew-kissed petal. Each moment becomes a whispered secret, inviting us to lean closer and listen.

5.     Transcendence: Beyond the material lies the ethereal. We yearn for glimpses of the numinous—the ineffable truths that defy logic. Whether through meditation, art, or the quiet contemplation of star-studded skies, we seek communion with the cosmos. In these moments, we touch eternity.

6.     Love: Love, the universal solvent, dissolves boundaries. When practical needs are met, love becomes our sustenance. We love fiercely—with abandon. We love the flawed, the broken, the radiant. Love is both the question and the answer, the compass guiding us toward meaning.

7.     Quest for Knowledge: Curiosity unfurls its wings. We hunger for understanding—for the secrets of existence. The pursuit of knowledge becomes a sacred pilgrimage. From quantum realms to the poetry of ancient sages, we seek to unravel the tapestry of reality.

8.     Beauty: Practical ease does not diminish our hunger for beauty. We find it in sunsets, in laughter lines etched on faces, in the symphony of raindrops on leaves. Beauty whispers to our souls, reminding us that life is more than mere survival—it is an exquisite dance.

9.     Gratitude: When practical needs are met, gratitude blooms. We bow to the universe, acknowledging the gifts bestowed upon us. Gratitude transforms ordinary moments into sacred rituals. We savor the taste of ripe fruit, the warmth of sunlight, the touch of a loved one’s hand.

10.  The Quest for Meaning Itself: Ultimately, the search for meaning becomes our North Star. We realize that life’s purpose is not a fixed destination but a perpetual journey. We embrace the questions, the uncertainties, and the paradoxes. For in seeking, we find. In questioning, we become.

After referencing a post from December 31, 2023 titled ‘Unveiling the true currency of life, the interplay between scientific achievement and morality in academic legacy,’ but predominantly following a post from January 2023, when ChatGPT captivated the world, I challenged this Generative AI with an ethical quandary concerning a decision to potentially shorten one life to preserve others’.  Seizing this moment, I present the responses from the Generative AI models Microsoft CoPilot and ChatGPT to the profound question: ‘What is the meaning of life?'”

Reply by Microsoft CoPilot: The meaning of life is a profound and age-old question that has captivated human minds across cultures and epochs. While there isn’t a definitive answer, various perspectives shed light on this existential inquiry.

1. Philosophical Contemplation:
   • Philosophers and thinkers have grappled with the concept of life’s meaning. They explore existence, consciousness, social connections, and happiness. Some believe that life’s purpose emerges from our own choices and experiences.
   • Thomas Carlyle, in his work Sartor Resartus, introduced the expression “meaning of life.” He emphasized freedom and voluntary force as integral to life’s essence¹.
   • German Romantic writers like Novalis and Friedrich Schlegel also pondered the “Sinn des Lebens” (meaning of life) in their works¹.
2. Scientific Inquiry:
   • Science describes empirical facts about the universe, delving into the “how” of life. It explores the context and parameters of existence.
   • The Second Law of Thermodynamics, which relates to entropy and energy flow, plays a role in understanding life.
   • Science also offers insights into well-being and morality.
3. Religious Perspectives:
   • Many religious traditions provide answers to life’s purpose. Concepts of God, the soul, and the afterlife shape these views.
   • Some believe that suffering serves a higher purpose, leading to spiritual growth or redemption.
4. Humanistic Approach:
   • Humanists ask, “What is the meaning of my life?” This individualized perspective emphasizes personal purpose and fulfillment.
5. Existential Crisis:
   • Excessive pondering about life’s meaning can lead to existential crises.
   • The stark contrast between suffering and pleasure remains a mystery. Some find solace in the pursuit of understanding, while others accept life’s enigma.

Reply by ChatGPT – The meaning of life is one of the most profound questions humans have pondered for centuries, and it’s a deeply personal and subjective inquiry. Various philosophical, religious, and existential perspectives offer diverse interpretations.

From a philosophical standpoint, some suggest that the meaning of life is to seek happiness, fulfillment, or to pursue personal growth and understanding. Others propose that life’s purpose lies in contributing to the well-being of others or leaving a positive impact on the world.

As for the disparities in the experiences of suffering and pleasure among individuals, this is a complex issue with multifaceted factors. Many philosophical and religious traditions grapple with questions surrounding suffering, often attributing it to a combination of individual choices, societal structures, random chance, or even divine will, depending on one’s belief system.

From a societal perspective, factors such as socioeconomic status, access to resources, systemic inequalities, and historical circumstances can greatly influence an individual’s quality of life. Some are born into privilege and abundance, while others face immense challenges and hardships from birth.

Ultimately, understanding and addressing these disparities require a combination of empathy, compassion, and efforts to promote justice, equity, and opportunities for all members of society. While the existence of suffering may be an inherent part of the human condition, it’s also within our capacity as individuals and communities to work towards mitigating it and creating a more equitable world.

Na sequência de um post de 31 de Dezembro de 2023, sob o título “O verdadeiro valor da vida, a inter-relação entre conquistas científicas e a moralidade no legado académico” mas principalmente na sequência de um post de Janeiro de 2023, quando o ChatGPT tomou de assalto o Planeta, post onde confrontei essa IA Generativa, com um dilema ético relacionado com uma decisão que implicava o encurtamento de uma vida para salvar outras vidas,  aproveito para divulgar abaixo as respostas dos modelos de IA Microsoft CoPilot e ChatGPT sobre a questão, “Qual é o significado da vida ?”

Resposta do Microsoft CoPilot: The meaning of life is a profound and age-old question that has captivated human minds across cultures and epochs. While there isn’t a definitive answer, various perspectives shed light on this existential inquiry.

1. Philosophical Contemplation:
   • Philosophers and thinkers have grappled with the concept of life’s meaning. They explore existence, consciousness, social connections, and happiness. Some believe that life’s purpose emerges from our own choices and experiences.
   • Thomas Carlyle, in his work Sartor Resartus, introduced the expression “meaning of life.” He emphasized freedom and voluntary force as integral to life’s essence¹.
   • German Romantic writers like Novalis and Friedrich Schlegel also pondered the “Sinn des Lebens” (meaning of life) in their works¹.
2. Scientific Inquiry:
   • Science describes empirical facts about the universe, delving into the “how” of life. It explores the context and parameters of existence.
   • The Second Law of Thermodynamics, which relates to entropy and energy flow, plays a role in understanding life.
   • Science also offers insights into well-being and morality.
3. Religious Perspectives:
   • Many religious traditions provide answers to life’s purpose. Concepts of God, the soul, and the afterlife shape these views.
   • Some believe that suffering serves a higher purpose, leading to spiritual growth or redemption.
4. Humanistic Approach:
   • Humanists ask, “What is the meaning of my life?” This individualized perspective emphasizes personal purpose and fulfillment.
5. Existential Crisis:
   • Excessive pondering about life’s meaning can lead to existential crises.
   • The stark contrast between suffering and pleasure remains a mystery. Some find solace in the pursuit of understanding, while others accept life’s enigma.

Resposta do ChatGPT – The meaning of life is one of the most profound questions humans have pondered for centuries, and it’s a deeply personal and subjective inquiry. Various philosophical, religious, and existential perspectives offer diverse interpretations.

From a philosophical standpoint, some suggest that the meaning of life is to seek happiness, fulfillment, or to pursue personal growth and understanding. Others propose that life’s purpose lies in contributing to the well-being of others or leaving a positive impact on the world.

As for the disparities in the experiences of suffering and pleasure among individuals, this is a complex issue with multifaceted factors. Many philosophical and religious traditions grapple with questions surrounding suffering, often attributing it to a combination of individual choices, societal structures, random chance, or even divine will, depending on one’s belief system.

From a societal perspective, factors such as socioeconomic status, access to resources, systemic inequalities, and historical circumstances can greatly influence an individual’s quality of life. Some are born into privilege and abundance, while others face immense challenges and hardships from birth.

Ultimately, understanding and addressing these disparities require a combination of empathy, compassion, and efforts to promote justice, equity, and opportunities for all members of society. While the existence of suffering may be an inherent part of the human condition, it’s also within our capacity as individuals and communities to work towards mitigating it and creating a more equitable world.

On May 28, 2023, I shared a synthesized response from the renowned Yuval Noah Harari, PhD from the University of Oxford and a researcher at the University of Cambridge. Harari addressed the crucial question: “Not knowing what professions will exist (in the future), what should schools teach in the present?”  Additionally, I included ChatGPT’s response, which was inspired by Harari’s insights, regarding how to educate children in distinguishing credible sources from non-credible ones.  

Since then, new generative AI models like Microsoft’s Copilot have emerged. Unlike ChatGPT, which has a search limit extending until January 2022, Copilot enjoys unrestricted access to the entire internet. However, Copilot imposes a character limit of 2000 (4000 in the paid version), whereas ChatGPT allows up to 4096 characters in its unpaid version. Hence, comparing the responses of these two models to the question posed to Yuval Noah Harari, as shown below, is warranted:

Reply by Microsoft CoPilot:  In our rapidly changing world, the question of what schools should teach becomes increasingly complex. While memorizing facts has been a cornerstone of education, it’s essential to recognize that this alone falls short. Here are some perspectives on what schools should prioritize:

• Life Skills and Adaptability: Beyond rote learning, schools should emphasize life skills—such as critical thinking, problem-solving, and adaptability. These abilities equip students to navigate an uncertain future.
• Ethics and Social Skills: Education should foster ethical awareness and empathy. Teaching students how to engage with others, collaborate, and understand diverse perspectives is crucial.
• Happiness and Well-Being: Schools should address emotional well-being, resilience, and happiness. These aspects contribute significantly to a fulfilling life.
• Real-World Relevance: Rather than focusing solely on generalized knowledge, schools should prepare students for practical challenges they’ll face as adults. This includes financial literacy, sustainable living, and understanding the true cost of choices.
• Creativity and Innovation: Encouraging creativity, innovation, and entrepreneurial thinking will empower students to thrive in an ever-evolving landscape.

Reply by ChatGPT: Preparing students for an uncertain future requires a balance between foundational knowledge and adaptable skills. Here are some suggestions:

• Critical Thinking and Problem-Solving: Equip students with the ability to analyze information, evaluate arguments, and solve complex problems. This skill is transferable across various professions and is crucial for navigating unknown territories.
• Creativity and Innovation: Foster creativity and encourage innovative thinking. The ability to generate new ideas, approaches, and solutions will be invaluable in any future profession.
• Communication Skills: Teach effective communication, including verbal, written, and digital communication. Clear communication is essential for collaboration, conveying ideas, and building relationships.
• Adaptability and Resilience: Help students develop adaptability and resilience in the face of change and uncertainty. This includes the ability to learn from failures, adapt to new situations, and bounce back from setbacks.
• Digital Literacy: Provide opportunities for students to develop digital literacy skills, including understanding technology, coding, data analysis, and digital collaboration tools.
• Collaboration and Teamwork: Emphasize collaboration and teamwork skills, as many future professions will require working in diverse teams and across disciplines.
• Emotional Intelligence: Teach emotional intelligence, including self-awareness, empathy, and relationship management. These skills are essential for effective leadership, teamwork, and interpersonal communication.
• Lifelong Learning: Instill a love for learning and teach students how to learn independently. Encourage curiosity, self-directed learning, and the ability to adapt to new information and technologies throughout their lives.
• Ethical and Social Responsibility: Foster ethical awareness and social responsibility. Help students understand the impact of their actions on society and the environment, and encourage them to make ethical decisions in their personal and professional lives.
• Global Awareness and Cultural Competence: Promote global awareness and cultural competence. Prepare students to work in diverse environments and understand different perspectives, cultures, and global issues.

Em 28 de Maio de 2023, divulguei a sintética resposta do conhecido Yuval Noah Harari, doutorado pela universidade de Oxford e investigador da universidade de Cambridge, à importante questão “Não sabendo que profissões vão existir (no futuro), o que é que a escola deve ensinar no presente ?”. No mesmo post divulguei também a resposta do ChatGPT à pergunta, que decorria da resposta do referido Yuval Noah Harari, sobre como é que se pode ensinar uma criança a distinguir entre uma fonte de informação credível e outra não credível. 

De lá para cá apareceram novos modelos de IA generativa, como o modelo Copilot da Microsoft. Este modelo possui a vantagem de ter acesso à totalidade da internet, ao contrário do ChatGPT cujo conhecimento da mesma vai somente até Janeiro de 2022 (infelizmente o primeiro só aceita textos até 2000 caracteres, 4000 caracteres só na versão paga, enquanto que o ChatGPT aceita 4096 caracteres na versão não paga), pelo que faz todo o sentido comparar as respostas daqueles dois modelos à questão que tinha sido colocada ao Yuval Noah Harari e que abaixo se reproduzem: 

Reply by Microsoft CoPilot:  In our rapidly changing world, the question of what schools should teach becomes increasingly complex. While memorizing facts has been a cornerstone of education, it’s essential to recognize that this alone falls short. Here are some perspectives on what schools should prioritize:

• Life Skills and Adaptability: Beyond rote learning, schools should emphasize life skills—such as critical thinking, problem-solving, and adaptability. These abilities equip students to navigate an uncertain future.
• Ethics and Social Skills: Education should foster ethical awareness and empathy. Teaching students how to engage with others, collaborate, and understand diverse perspectives is crucial.
• Happiness and Well-Being: Schools should address emotional well-being, resilience, and happiness. These aspects contribute significantly to a fulfilling life.
• Real-World Relevance: Rather than focusing solely on generalized knowledge, schools should prepare students for practical challenges they’ll face as adults. This includes financial literacy, sustainable living, and understanding the true cost of choices.
• Creativity and Innovation: Encouraging creativity, innovation, and entrepreneurial thinking will empower students to thrive in an ever-evolving landscape.

Reply by ChatGPT: Preparing students for an uncertain future requires a balance between foundational knowledge and adaptable skills. Here are some suggestions:

• Critical Thinking and Problem-Solving: Equip students with the ability to analyze information, evaluate arguments, and solve complex problems. This skill is transferable across various professions and is crucial for navigating unknown territories.
• Creativity and Innovation: Foster creativity and encourage innovative thinking. The ability to generate new ideas, approaches, and solutions will be invaluable in any future profession.
• Communication Skills: Teach effective communication, including verbal, written, and digital communication. Clear communication is essential for collaboration, conveying ideas, and building relationships.
• Adaptability and Resilience: Help students develop adaptability and resilience in the face of change and uncertainty. This includes the ability to learn from failures, adapt to new situations, and bounce back from setbacks.
• Digital Literacy: Provide opportunities for students to develop digital literacy skills, including understanding technology, coding, data analysis, and digital collaboration tools.
• Collaboration and Teamwork: Emphasize collaboration and teamwork skills, as many future professions will require working in diverse teams and across disciplines.
• Emotional Intelligence: Teach emotional intelligence, including self-awareness, empathy, and relationship management. These skills are essential for effective leadership, teamwork, and interpersonal communication.
• Lifelong Learning: Instill a love for learning and teach students how to learn independently. Encourage curiosity, self-directed learning, and the ability to adapt to new information and technologies throughout their lives.
• Ethical and Social Responsibility: Foster ethical awareness and social responsibility. Help students understand the impact of their actions on society and the environment, and encourage them to make ethical decisions in their personal and professional lives.
• Global Awareness and Cultural Competence: Promote global awareness and cultural competence. Prepare students to work in diverse environments and understand different perspectives, cultures, and global issues.

Num post anterior mostrei a minha surpresa pelo facto de um catedrático no último escalão ganhar menos do que ganha um funcionário médio no Banco de Portugal e essa afronta pública ser tolerada de forma tão pacifica pelos catedráticos das universidades públicas Portuguesas. Isso contudo foi antes de ter lido, na última edição da revista Sábado, que há pela menos uma universidade em Portugal, onde o dinheiro abunda, vide as esclarecedoras declarações que abaixo se reproduzem e que foram extraídas do referido artigo:

“O objectivo de continuar a subir nos rankings passa pelo recrutamento de professores internacionais reputados, com salários anuais que podem chegar a 400.000 euros…”

De certeza que agora não faltará quem diga que se trata de uma remuneração muito elevada, mas esses são os mesmos (hipócritas) que acham normalíssimo que um jogador ou um treinador de futebol de um clube Português possam ter uma remuneração anual de vários milhões de euros. Pela minha parte, e sabendo-se o pouco valor que atribuo a pontapés e cabeçadas num objecto esférico, espero sinceramente que esse acontecimento possa ser a gota que faz transbordar o copo e que sirva assim para que os catedráticos deste país ganhem finalmente coragem e exijam que no mínimo dos mínimos passem a ter uma remuneração superior à remuneração média do Banco de Portugal. 

Declaração de interesses – Declaro que ao longo dos últimos anos escrevi coisas que podem ser consideradas “pouco simpáticas” sobre o futebol, como quando em 2023 escrevi: 

“…O meu propósito (que é o mesmo de outros membros da comunidade científica, como por exemplo, o cientista Alemão Ulrich A.K.Betz, Vice-presidente de inovação e Director do departamento Future Insight & Research da conhecida  Merck, cujas palavras divulguei há alguns anos atrás) esse é muito claro, resgatar o valor daquilo que efectivamente tem valor para a Humanidade e aquilo que tem valor para a Humanidade, não é de certeza absoluta um porco a andar de bicicleta ou um humano a dar pontapés e cabeçadas num objecto esférico, actividades que bem vistas as coisas, valem praticamente a mesma coisa, pois que ambas em nada, absolutamente nada, contribuem para o progresso da Humanidade https://pacheco-torgal.blogspot.com/2019/11/a-minha-homenagem-ao-jorge-jesus.html“

Building upon the insights presented in the earlier post from February 2nd, titled “10 Practical Pieces of Advice for Reversing the Decline in Scientific Disruption”, an in-depth exploration of a paper published in the journal Thinking Skills and Creativity offers valuable insights. This paper provides a comprehensive examination of the pivotal role of divergent thinking (DT) in fostering creativity, particularly among early-career scientists. Its findings emphasize the importance of bolstering DT through exercises that promote cognitive flexibility and deliberate engagement with specific cognitive processes. The study also suggests that customizing creativity training to match individual creativity attitudes could lead to more positive creative outcomes for all students. This underscores the limitations of a one-size-fits-all approach and underscores the potential advantages of personalized interventions tailored to individual characteristics and attitudes toward creativity.  https://www.sciencedirect.com/science/article/pii/S1871187123002183#sec0021

However, in my view, a significant oversight is evident. The term “polymath” is notably absent from the entirety of the paper, despite some authors acknowledging the link between polymathy and creativity. Furthermore, a notable paper from last year by Ulrich A.K.Betz underscored that “a new golden age for the polymath is dawning”.

Reproduzo abaixo a lista dos 10 posts que conseguiram obter mais visualizações durante 2024. Merece destaque um post muito recente, que em pouco tempo já conseguiu tornar-se o terceiro mais visto, qual deu conta do enxovalho público, que é o facto de no nosso país o topo remuneratório da carreira académica estar abaixo do salário médio que se pratica no Banco de Portugal. Nos países do Norte da Europa, sem qualquer surpresa, o topo da carreira académica, recebe um valor superior ao topo da magistratura, e em Portugal assim também sucedeu, durante muitas décadas. A partir do 25 de Abril os vencimentos dos magistrados começaram a aproximar-se dos vencimentos dos professores universitários e no final da década de 80 conseguiram inclusive a equiparação salarial no topo da carreira (Decreto-Lei n.º 145/87 de 24 de Março): “Art. 74.º – 1 – O vencimento base dos professores catedráticos em regime de dedicação exclusiva é igual ao vencimento base de juiz conselheiro do Supremo Tribunal de Justiça”. E de lá para cá, os magistrados nunca mais pararam de receber cada vez mais do que os professores universitários (e investigadores), actualmente o topo da magistratura recebe 3000 euros mensais acima do topo da carreira académica, pior do que isso, até já se chegou ao extremo absurdo, de um catedrático no último escalão, ganhar menos do que um funcionário de nível médio do Banco de Portugal.

Top 10 dos posts com mais visualizações desde 1 de Janeiro de 2024:

1. Universidades que lideram, universidades que se arrastam e politécnicos que humilham
2. GPT-4 projecta, planeia e executa experiências complexas sem qualquer ajuda
3. Até quando aguentarão os catedráticos este permanente enxovalho público ?
4. Prostituir-se ou não, eis a questão
5. Suborno de editores de revistas científicas
6. A canalha político-mediática e a corja político-partidária
7. Artigo 19º – Uma redução do número de alunos pode determinar a redução da remuneração dos professores
8. Studying scientists’ productivity through the AK principle
9. Sobre a decência e a coragem
10. GPT-4 consegue reduzir custos com advogados em 99% (excepto em Portugal)

PS – Qual será o absolutamente nada brilhante futuro da Academia Portuguesa (e por arrasto do nosso pobre e endividado país) se a mesma não tem capacidade (e cada vez terá menos) de conseguir reter talento (já nem sequer falo em conseguir atrair talento) no contexto de uma feroz competição internacional, (hoje mesmo se ficou a saber que os investigadores em inicio de carreira nos EUA passarão a receber 61.000 euros/ano) quando os catedráticos em Portugal ganham metade do que ganha um professor-auxiliar em muitas universidades estrangeiras e ganham quatro vezes menos do que ganham os professores catedráticos nessas universidades estrangeiras ?

In continuation of a earlier post, accessible via the provided link, where I delineated 10 criteria for implementing a (highly disruptive) policy for recruiting researchers, I acknowledge the necessity of incorporating an additional criterion. This new criterion involves prioritizing researchers who either own cats or maintain frequent interactions with them. This adjustment is supported by a study conducted by Australian researchers and published in the Schizophrenia Bulletin. It’s imperative to consider this alongside another study by researchers from the United Kingdom, the Netherlands, and Sweden, which unveiled a correlation between schizophrenia and the number of Nobel Prizes awarded. https://pacheco-torgal.blogspot.com/2021/10/university-gives-preference-to.html

Dois professores universitários da Universidade do Porto são hoje autores de um artigo no jornal Público sob o título “Combate à corrupção: assim haja vontade política” no qual levam a cabo uma análise breve dos “principais pontos de convergência dos programas eleitorais das várias forças políticas”. Nesse artigo merece destaque uma importante medida, que lá aparece referida como sendo uma alternativa ao enriquecimento ilícito, que prevê a criação legal de mecanismos para permitir que o Estado recupere bens adquiridos ilicitamente como a “Ação Cível para Extinção de Domínio” ou “unexplained wealth orders”.

No presente contexto, entendo como pertinente recordar que foi no feriado do dia 1-11-2019, que pela primeira vez mencionei num post do meu primeiro blogue a nova ferramenta jurídica Britânica para esvaziar os bolsos dos burlões, vigaristas e corruptos, designada por “Unexplained Wealth Orders“, facto esse que recordei recentemente num post onde comentei o facto de pela primeira vez ter lido uma conhecida (e corajosa) constitucionalista a mencionar as tais  “Unexplained Wealth Orders“.

Curiosamente o artigo tem zero, sobre a necessidade de impedir que o sistema de justiça continue a permitir, que os políticos ricos que foram apanhados nas malhas da justiça possam inundar os tribunais com recursos, uma generosa benesse que permite que os advogados (incluindo o poderoso lobby dos deputados-advogados, que o catedrático jubilado Vital Moreira em 2021 acusou de terem capturado o Estado) possam encher o bolso. E também nada tem sobre os curtos prazos de prescrição que já permitiram no passado que o santinho Isaltino Morais não tivesse sido julgado pelo crime de corrupção, os mesmos curtos prazos de prescrição que agora irão permitir que José Sócrates não seja julgado pelo crime de falsificação associado à casa de Paris  https://www.publico.pt/2024/04/16/sociedade/noticia/caso-socrates-prescricao-falsificacao-ligada-casa-paris-quase-certa-2087137

PS – Ironicamente o jornal Público de hoje leva na capa a noticia sobre a absolutamente inútil Agência Anticorrupção, que ainda tem metade do quadro de pessoal por preencher e ainda nem sequer aplicou qualquer multa, o que mostra bem como é que neste país se brinca com o combate à corrupção. Nada de novo porém, se atentarmos no facto da Agência que foi criada para controlar o património dos políticos, há pouco tempo nem sequer tinha  acesso à internet, eletricidade ou sequer mesas e cadeiras, vide post anterior de título “A “estratégia” moralmente ordinária e intelectualmente reles”