Sorry, no not really.

That is either so deep I can't grasp it or a non-answer. And I really don't think it's the first. Have a nice day.

Any links to peer reviewed research claiming sustainable farming increases yields per hectare?

Don't you test answers you get from Google? That they are presented as relevant pages (which they usually aren't) instead of answers doesn't really matter to me.
I use the LLMs as an improved search engine. (And sometimes to help with my English as a non native speaker.)

Agree!

I see the momentum behind it increasing continuously.

But of course I'm still super disappointed and angry by this COP. Again.

Speeding things up would save at least tens of millions of people: e.g. climate refugees and those dying from fossil fuel exhaust.

And it would save trillions in wealth and slow the 6th mass extinction.

Basically electricity from solar plus batteries is already cheaper than fossil fuels in most of the world and the momentum is still increasing.

Same for electric cars.

We are also learning how to make bottom-up energy cheap and super robust.

This is unstoppable.

How does that emit less green house gasses and use less land?

At a university?

Regarding analogies I meant (in this instance) that the reaction to your car analogy might be influenced by people's emotions surrounding car use.

And I would say that making simple divisions like 1543/89 or something should be done without a calculator. So my ambition level would be higher.

To repeat: "e.g. when I use an LLM because I find it works faster and better (even on areas where I'm a specialist, but certainly on areas that are new) does that undermine my flourishing? If so, how?"

You didn't answer my question.

LLMs are improving month by month, esp. if you learn how to prompt them in my experience. But I sort of automatically ignore nonsense (a skill honed by twitter and bluesky) so maybe I'm too optimistic.

If I had more time I would offer to try and create these questions for you and see what I got.

It's more like someone invented calculators and now everybody is making and using them and you demand that they not exist.

Sounds like your solution is that "they" must "somehow" solve everything.

The most efficient way would be: have the LLM generate the questions and pick a subset, and then have the LLM grade the answers and supervise the result.

But teachers could abuse this workflow to let the LLM do all the work (frequently badly) instead of supervising it and building student rapport.