Science
First contact with aliens could end in colonization and genocide if we don’t learn from history
David Delgado Shorter, University of California, Los Angeles; Kim TallBear, University of Alberta, and William Lempert, Bowdoin College
We’re only halfway through 2023, and it feels already like the year of alien contact.
In February, President Joe Biden gave orders to shoot down three unidentified aerial phenomena – NASA’s title for UFOs. Then, the alleged leaked footage from a Navy pilot of a UFO, and then news of a whistleblower’s report on a possible U.S. government cover-up about UFO research. Most recently, an independent analysis published in June suggests that UFOs might have been collected by a clandestine agency of the U.S. government.
If any actual evidence of extraterrestrial life emerges, whether from whistleblower testimony or an admission of a cover-up, humans would face a historic paradigm shift.
As members of an Indigenous studies working group who were asked to lend our disciplinary expertise to a workshop affiliated with the Berkeley SETI Research Center, we have studied centuries of culture contacts and their outcomes from around the globe. Our collaborative preparations for the workshop drew from transdisciplinary research in Australia, New Zealand, Africa and across the Americas.
In its final form, our group statement illustrated the need for diverse perspectives on the ethics of listening for alien life and a broadening of what defines “intelligence” and “life.” Based on our findings, we consider first contact less as an event and more as a long process that has already begun.
Who’s in charge of first contact
The question of who is “in charge” of preparing for contact with alien life immediately comes to mind. The communities – and their interpretive lenses – most likely to engage in any contact scenario would be military, corporate and scientific.
By giving Americans the legal right to profit from space tourism and planetary resource extraction, the Commercial Space Launch Competitiveness Act of 2015 could mean that corporations will be the first to find signs of extraterrestrial societies. Otherwise, while detecting unidentified aerial phenomena is usually a military matter, and NASA takes the lead on sending messages from Earth, most activities around extraterrestrial communications and evidence fall to a program called SETI, or the search for extraterrestrial intelligence.
SETI is a collection of scientists with a variety of research endeavors, including Breakthrough Listen, which listens for “technosignatures,” or markers, like pollutants, of a designed technology.
SETI investigators are virtually always STEM – science, technology, engineering and math – scholars. Few in the social science and humanities fields have been afforded opportunities to contribute to concepts of and preparations for contact.
In a promising act of disciplinary inclusion, the Berkeley SETI Research Center in 2018 invited working groups – including our Indigenous studies working group – from outside STEM fields to craft perspective papers for SETI scientists to consider.
Ethics of listening
Neither Breakthough Listen nor SETI’s site features a current statement of ethics beyond a commitment to transparency. Our working group was not the first to raise this issue. And while the SETI Institute and certain research centers have included ethics in their event programming, it seems relevant to ask who NASA and SETI answer to, and what ethical guidelines they’re following for a potential first contact scenario.
SETI’s Post-Detection Hub – another rare exception to SETI’s STEM-centrism – seems the most likely to develop a range of contact scenarios. The possible circumstances imagined include finding ET artifacts, detecting signals from thousands of light years away, dealing with linguistic incompatibility, finding microbial organisms in space or on other planets, and biological contamination of either their or our species. Whether the U.S. government or heads of military would heed these scenarios is another matter.
SETI-affiliated scholars tend to reassure critics that the intentions of those listening for technosignatures are benevolent, since “what harm could come from simply listening?” The chair emeritus of SETI Research, Jill Tarter, defended listening because any ET civilization would perceive our listening techniques as immature or elementary.
But our working group drew upon the history of colonial contacts to show the dangers of thinking that whole civilizations are comparatively advanced or intelligent. For example, when Christopher Columbus and other European explorers came to the Americas, those relationships were shaped by the preconceived notion that the “Indians” were less advanced due to their lack of writing. This led to decades of Indigenous servitude in the Americas.
The working group statement also suggested that the act of listening is itself already within a “phase of contact.” Like colonialism itself, contact might best be thought of as a series of events that starts with planning, rather than a singular event. Seen this way, isn’t listening potentially without permission just another form of surveillance? To listen intently but indiscriminately seemed to our working group like a type of eavesdropping.
It seems contradictory that we begin our relations with aliens by listening in without their permission while actively working to stop other countries from listening to certain U.S. communications. If humans are initially perceived as disrespectful or careless, ET contact could more likely lead to their colonization of us.
Histories of contact
Throughout histories of Western colonization, even in those few cases when contactees were intended to be protected, contact has led to brutal violence, pandemics, enslavement and genocide.
James Cook’s 1768 voyage on the HMS Endeavor was initiated by the Royal Society. This prestigious British academic society charged him with calculating the solar distance between the Earth and the Sun by measuring the visible movement of Venus across the Sun from Tahiti. The society strictly forbade him from any colonial engagements.
Though he achieved his scientific goals, Cook also received orders from the Crown to map and claim as much territory as possible on the return voyage. Cook’s actions put into motion wide-scale colonization and Indigenous dispossession across Oceania, including the violent conquests of Australia and New Zealand.
The Royal Society gave Cook a “prime directive” of doing no harm and to only conduct research that would broadly benefit humanity. However, explorers are rarely independent from their funders, and their explorations reflect the political contexts of their time.
As scholars attuned to both research ethics and histories of colonialism, we wrote about Cook in our working group statement to showcase why SETI might want to explicitly disentangle their intentions from those of corporations, the military and the government.
Although separated by vast time and space, both Cook’s voyage and SETI share key qualities, including their appeal to celestial science in the service of all humanity. They also share a mismatch between their ethical protocols and the likely long-term impacts of their success. https://www.youtube.com/embed/5gZwLGrJQrM?wmode=transparent&start=0 This BBC video describes the modern ramifications of Captain James Cook’s colonial legacy in New Zealand.
The initial domino of a public ET message, or recovered bodies or ships, could initiate cascading events, including military actions, corporate resource mining and perhaps even geopolitical reorganizing. The history of imperialism and colonialism on Earth illustrates that not everyone benefits from colonization. No one can know for sure how engagement with extraterrestrials would go, though it’s better to consider cautionary tales from Earth’s own history sooner rather than later.
This article has been updated to correct the date of James Cook’s voyage.
David Delgado Shorter, Professor of World Arts and Cultures/Dance, University of California, Los Angeles; Kim TallBear, Professor of Native Studies, University of Alberta, and William Lempert, Assistant Professor of Anthropology, Bowdoin College
This article is republished from The Conversation under a Creative Commons license. Read the original article.
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Last Updated on February 10, 2026 by Daily News Staff
Valerie Thomas is a true pioneer in the world of science and technology. A NASA engineer and physicist, she is best known for inventing the illusion transmitter, a groundbreaking device that creates 3D images using concave mirrors. This invention laid the foundation for modern 3D imaging and virtual reality technologies.
Beyond her inventions, Thomas broke barriers as an African American woman in STEM, mentoring countless young scientists and advocating for diversity in science and engineering. Her work at NASA’s Goddard Space Flight Center helped advance satellite technology and data visualization, making her contributions both innovative and enduring.
In our latest short video, we highlight Valerie Thomas’ remarkable journey—from her early passion for science to her groundbreaking work at NASA. Watch and be inspired by a true STEM pioneer whose legacy continues to shape the future of space and technology.
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Beneath the Waves: The Global Push to Build Undersea Railways
Undersea railways are transforming transportation, turning oceans from barriers into gateways. Proven by tunnels like the Channel and Seikan, these innovations offer cleaner, reliable connections for passengers and freight. Ongoing projects in China and Europe, alongside future proposals, signal a new era of global mobility beneath the waves.
For most of modern history, oceans have acted as natural barriers—dividing nations, slowing trade, and shaping how cities grow. But beneath the waves, a quiet transportation revolution is underway. Infrastructure once limited by geography is now being reimagined through undersea railways.
Undersea rail tunnels—like the Channel Tunnel and Japan’s Seikan Tunnel—proved decades ago that trains could reliably travel beneath the ocean floor. Today, new projects are expanding that vision even further.
Around the world, engineers and governments are investing in undersea railways—tunnels that allow high-speed trains to travel beneath oceans and seas. Once considered science fiction, these projects are now operational, under construction, or actively being planned.
Undersea Rail Is Already a Reality
Japan’s Seikan Tunnel and the Channel Tunnel between the United Kingdom and France proved decades ago that undersea railways are not only possible, but reliable. These tunnels carry passengers and freight beneath the sea every day, reshaping regional connectivity.
Undersea railways are cleaner than short-haul flights, more resilient than bridges, and capable of lasting more than a century. As climate pressures and congestion increase, rail beneath the sea is emerging as a practical solution for future mobility.
What’s Being Built Right Now
China is currently constructing the Jintang Undersea Railway Tunnel as part of the Ningbo–Zhoushan high-speed rail line, while Europe’s Fehmarnbelt Fixed Link will soon connect Denmark and Germany beneath the Baltic Sea. These projects highlight how transportation and technology are converging to solve modern mobility challenges.
The Mega-Projects Still on the Drawing Board
Looking ahead, proposals such as the Helsinki–Tallinn Tunnel and the long-studied Strait of Gibraltar rail tunnel could reshape global affairs by linking regions—and even continents—once separated by water.
Why Undersea Rail Matters
The future of transportation may not rise above the ocean—but run quietly beneath it.
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Special Education Is Turning to AI to Fill Staffing Gaps—But Privacy and Bias Risks Remain
With special education staffing shortages worsening, schools are using AI to draft IEPs, support training, and assist assessments. Experts warn the benefits come with major risks—privacy, bias, and trust.
Seth King, University of Iowa
In special education in the U.S., funding is scarce and personnel shortages are pervasive, leaving many school districts struggling to hire qualified and willing practitioners.
Amid these long-standing challenges, there is rising interest in using artificial intelligence tools to help close some of the gaps that districts currently face and lower labor costs.
Over 7 million children receive federally funded entitlements under the Individuals with Disabilities Education Act, which guarantees students access to instruction tailored to their unique physical and psychological needs, as well as legal processes that allow families to negotiate support. Special education involves a range of professionals, including rehabilitation specialists, speech-language pathologists and classroom teaching assistants. But these specialists are in short supply, despite the proven need for their services.
As an associate professor in special education who works with AI, I see its potential and its pitfalls. While AI systems may be able to reduce administrative burdens, deliver expert guidance and help overwhelmed professionals manage their caseloads, they can also present ethical challenges – ranging from machine bias to broader issues of trust in automated systems. They also risk amplifying existing problems with how special ed services are delivered.
Yet some in the field are opting to test out AI tools, rather than waiting for a perfect solution.
A faster IEP, but how individualized?
AI is already shaping special education planning, personnel preparation and assessment.
One example is the individualized education program, or IEP, the primary instrument for guiding which services a child receives. An IEP draws on a range of assessments and other data to describe a child’s strengths, determine their needs and set measurable goals. Every part of this process depends on trained professionals.
But persistent workforce shortages mean districts often struggle to complete assessments, update plans and integrate input from parents. Most districts develop IEPs using software that requires practitioners to choose from a generalized set of rote responses or options, leading to a level of standardization that can fail to meet a child’s true individual needs.
Preliminary research has shown that large language models such as ChatGPT can be adept at generating key special education documents such as IEPs by drawing on multiple data sources, including information from students and families. Chatbots that can quickly craft IEPs could potentially help special education practitioners better meet the needs of individual children and their families. Some professional organizations in special education have even encouraged educators to use AI for documents such as lesson plans.
Training and diagnosing disabilities
There is also potential for AI systems to help support professional training and development. My own work on personnel development combines several AI applications with virtual reality to enable practitioners to rehearse instructional routines before working directly with children. Here, AI can function as a practical extension of existing training models, offering repeated practice and structured support in ways that are difficult to sustain with limited personnel.
Some districts have begun using AI for assessments, which can involve a range of academic, cognitive and medical evaluations. AI applications that pair automatic speech recognition and language processing are now being employed in computer-mediated oral reading assessments to score tests of student reading ability.
Practitioners often struggle to make sense of the volume of data that schools collect. AI-driven machine learning tools also can help here, by identifying patterns that may not be immediately visible to educators for evaluation or instructional decision-making. Such support may be especially useful in diagnosing disabilities such as autism or learning disabilities, where masking, variable presentation and incomplete histories can make interpretation difficult. My ongoing research shows that current AI can make predictions based on data likely to be available in some districts.
Privacy and trust concerns
There are serious ethical – and practical – questions about these AI-supported interventions, ranging from risks to students’ privacy to machine bias and deeper issues tied to family trust. Some hinge on the question of whether or not AI systems can deliver services that truly comply with existing law.
The Individuals with Disabilities Education Act requires nondiscriminatory methods of evaluating disabilities to avoid inappropriately identifying students for services or neglecting to serve those who qualify. And the Family Educational Rights and Privacy Act explicitly protects students’ data privacy and the rights of parents to access and hold their children’s data.
What happens if an AI system uses biased data or methods to generate a recommendation for a child? What if a child’s data is misused or leaked by an AI system? Using AI systems to perform some of the functions described above puts families in a position where they are expected to put their faith not only in their school district and its special education personnel, but also in commercial AI systems, the inner workings of which are largely inscrutable.
These ethical qualms are hardly unique to special ed; many have been raised in other fields and addressed by early-adopters. For example, while automatic speech recognition, or ASR, systems have struggled to accurately assess accented English, many vendors now train their systems to accommodate specific ethnic and regional accents.
But ongoing research work suggests that some ASR systems are limited in their capacity to accommodate speech differences associated with disabilities, account for classroom noise, and distinguish between different voices. While these issues may be addressed through technical improvement in the future, they are consequential at present.
Embedded bias
At first glance, machine learning models might appear to improve on traditional clinical decision-making. Yet AI models must be trained on existing data, meaning their decisions may continue to reflect long-standing biases in how disabilities have been identified.
Indeed, research has shown that AI systems are routinely hobbled by biases within both training data and system design. AI models can also introduce new biases, either by missing subtle information revealed during in-person evaluations or by overrepresenting characteristics of groups included in the training data.
Such concerns, defenders might argue, are addressed by safeguards already embedded in federal law. Families have considerable latitude in what they agree to, and can opt for alternatives, provided they are aware they can direct the IEP process.
By a similar token, using AI tools to build IEPs or lessons may seem like an obvious improvement over underdeveloped or perfunctory plans. Yet true individualization would require feeding protected data into large language models, which could violate privacy regulations. And while AI applications can readily produce better-looking IEPs and other paperwork, this does not necessarily result in improved services.
Filling the gap
Indeed, it is not yet clear whether AI provides a standard of care equivalent to the high-quality, conventional treatment to which children with disabilities are entitled under federal law.
The Supreme Court in 2017 rejected the notion that the Individuals with Disabilities Education Act merely entitles students to trivial, “de minimis” progress, which weakens one of the primary rationales for pursuing AI – that it can meet a minimum standard of care and practice. And since AI really has not been empirically evaluated at scale, it has not been proved that it adequately meets the low bar of simply improving beyond the flawed status quo.
But this does not change the reality of limited resources. For better or worse, AI is already being used to fill the gap between what the law requires and what the system actually provides.
Seth King, Associate Profess of Special Education, University of Iowa
This article is republished from The Conversation under a Creative Commons license. Read the original article.
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