'The Trojan Teddy Bear': The promise and peril of childhood in the age of AI; NPR, July 14, 2026

Greg Rosalsky, NPR; 'The Trojan Teddy Bear': The promise and peril of childhood in the age of AI

"What happens when kids grow up with AI?

AI is already a part of childhood. Recommendation algorithms curate what many kids watch and listen to. Chatbots stand ready to answer questions like, "Are monsters real?" or "Why is the sky blue?" They can help with homework, tell bedtime stories, or even feel like a friend. And companies are racing to embed AI into toys, nurseries, classrooms, and eventually robots that live alongside families.

In a new book, Human Raised: Nurturing Connection, Curiosity & Lifelong Learning in the Age of AI, author Dana Suskind grapples with what the rising tide of artificial intelligence means for raising kids. On the one hand, she acknowledges that the technology offers promise as, for example, a productivity enhancer and time saver for parents, a monitoring and research tool that can give parents and scientists valuable data on child development, and an interactive tutor that might help some kids learn.

But Suskind worries about what happens if AI begins replacing the kinds of human interactions that young brains evolved to learn from.

In fact, Suskind says, her original, working title for the book was, "The Trojan Teddy Bear," a warning that AI companions may seem cute and cuddly — but they carry hidden risks for child development. She ultimately went with Human Raised because she wanted to emphasize the positive — and irreplaceable — role that parents, teachers, and caregivers play in molding young ones.

"If we want children to be able to continue to connect with each other and with other human beings, to be able to think critically, to be able to navigate the human world, we're gonna need to make sure that kids have a distinctly human-raised early childhood," Suskind says."

AI Outperforms Law Professors in Stanford Law Study; Stanford Law School, June 1, 2026

Stephanie Ashe, Stanford Law School; AI Outperforms Law Professors in Stanford Law Study

"A groundbreaking study led by Stanford Law School Professor Julian Nyarko reveals that law professors overwhelmingly prefer AI-generated answers to student questions over responses written by their fellow instructors—a finding that could reshape how legal education is delivered.

The study, titled “Law Professors Prefer AI Over Peer Answers,” was conducted with 16 law professors across U.S. law schools and tested whether large language models could serve as effective tutors for contract law courses. In a blind evaluation of nearly 3,000 anonymized comparisons, professors rated AI responses significantly higher than answers written by other professors, with AI winning 75% of head-to-head matchups.

“This study challenges important assumptions about AI’s role in legal education,” said Nyarko, who leads Stanford Law School’s Legal Innovation through Frontier Technology Lab, or liftlab. He co-authored the paper with colleagues from Yale, NYU, University of Chicago, and other leading institutions. “We focused on law precisely because it requires judgment, nuanced reasoning, and the ability to navigate ambiguity—not just factual recall.”...

Participants created 40 representative contracts law questions that students might ask after class or during office hours, wrote their own answers, and then evaluated responses without knowing whether they came from AI or other participating professors. The AI systems performed comparably to the best human instructor in the study.

Perhaps most striking: professors flagged AI responses as pedagogically harmful only 3.5% of the time, compared to 12% for peer-written answers.

“In most fields where AI gets tested, there’s a right answer. In law, there often isn’t.” said Sarath Sanga, co-author and professor at Yale Law School. “Two opposing arguments can both be good. What we wanted to know is whether AI can meet the latent professional standard that lawyers use to evaluate each other’s arguments. In this case, the answer was yes.”...

The findings arrive as law schools nationwide grapple with integrating AI tools into legal education while maintaining rigorous academic standards. Some institutions have embraced AI experimentation, while others remain cautious about potential risks including hallucinations, overreliance, and the erosion of critical thinking skills."