Wednesday, November 12, 2025

Useful Life of a GPU is Not So Clear

Perhaps depreciation is not typically a key business model issue, but that seems not to be the case for hyperscalers who have extended the useful lives of their servers and networking equipment.


Historically, hyperscalers depreciated servers over three  years. These days, server depreciation occurs over as much as five years to six years and networking gear is depreciated over as much as five to  six years.


Some observers may not like the practice, as longer depreciation periods extend the period when revenue is recorded against the capital investment. That essentially lowers the hurdle rate for making the investments. 


The concern, in some quarters, is that the treatment of useful economic lives of the GPUs is being extended so the firms buying the GPUs have more time to record revenue. And that might potentially obscure the actual business cases for deploying the GPUs.  


The concern is that longer depreciation cycles mean capitalized GPUs can be deployed to generate training and inference revenues before significant depreciation expenses have to be recorded, distorting the payback. 


Others disagree, arguing that the useful business life of any generation of GPU is longer than most assume. Some would argue that the rapid functional depreciation of GPUs for cutting-edge AI model training (typically after about three years) does not impair GPU value, and that the longer cycles are justified. In fact, some argue that useful GPU lives can stretch out nearly a decade.  


Even GPUs no longer on the cutting edge have value in a tiered ecosystem for compute usage, where hardware shifts from high-value training to sustained value in inference operations.


So there is a "value cascade" model. The newest GPUs handle demanding training workloads for frontier models, while depreciated ones (two to three years old) are repurposed for inference, fine-tuning, or less intensive tasks like batch processing.


Consider the business case for an Nvidia H100 with a cost of $250,000. Assume 

  • depreciation over six years, straight-line ($41,667/year for six years). 

  • Hourly Rate: from $6.15 initially, dropping 70 percent to $1.85 by year 10

  • Utilization: from 100 percent initially, decreasing to 50 percent  by year 10

  • Overhead: power at $0.10/kWh and networking costs of $6,000/year


source: Whitefiber


 

source: Whitefiber


For example, Azure announced the retirement of its original NC, NCv2, and ND-series VMs (powered by Nvidia K80, P100, and P40 GPUs) for August/September 2023. Given these GPUs were launched between 2014 and 2016, this implies a useful service life of seven to nine years. 


More recently, the retirement of the NCv3-series (powered by Nvidia V100 GPUs) was announced for September 2025, approximately 7.5 years after the V100’s launch. 


To be sure, chip wear and tear (thermal and electrical stress) does happen. But useful lifespans can be manipulated by controlling the utilization rates over time. That is a business decision: run at lower utilization rates to prolong useful life, or run at higher rates to maximize efficiency of an expensive asset. 


But it seems clear enough that the value cascade is part of the reason for rapidly-declining cost of inference operations.


So there might be suspicion in some quarters about accounting decisions that obscure the payback on big investments in GPUs. But others argue the value cascade means the useful business life of any generation of GPU is much longer than some imagine.


Tuesday, November 11, 2025

Truth and "My Truth"; Objectivity and Subjectivity

Most of us will agree that political discourse in the United States at the moment is sharply polarized. Many of us want an end to that situation, but the problem is more intractable than often is believed. 


There is a philosophical chasm between a person whose thinking is rooted in 18th-century "modernity" (Enlightenment liberalism) and one who adheres to postmodern principles (skepticism toward objective truth).


The two outlooks operate from entirely different assumptions about the nature of reality and truth. For understanding to occur, they would first have to agree on the definition of knowledge, something that seems fundamentally impossible. 


Epistemology, the theory of knowledge, is at the root of the inability to communicate. The modernist, inheriting the optimism of the Enlightenment, believes in a capital-T Truth: objective, universal, and accessible through reason, science, and empirical observation. 


For the 18th-century liberal, political and moral principles such as individual liberty, equality under the law, and the social contract are derived from this universal rationality and natural law. 


They are self-evident truths. When a modernist discusses the "rights of man," they speak of an inherent reality that transcends culture and time. 


The postmodernist views "universal truths" and "grand narratives" of the Enlightenment (progress, objective science or liberal democracy) as social and linguistic constructions (“my truth and your truth”). 


The postmodernist sees truth as localized, provisional, and relative to culture, language, or personal experience. 


In other words, for a postmodern believer, there really is no such thing as absolute truth, valid across space and time. 


This fundamental disagreement on truth sabotages meaningful dialogue. 


The inability to communicate is not based on mere policy disagreement but of entirely incompatible epistemological maps. 


They cannot understand each other because they do not share the same intellectual territory, leading to debates where one is discussing the absolute coordinates of the map, while the other is questioning whether the map exists at all.


In the absence of timeless absolute truth, everything is an opinion, and everyone can have different opinions. Everything becomes subjective ("I am what I say I am; a thing is what I say it is") and personal.


That might be fine in some spheres of life (music, clothing, favorite authors and colors, hobbies and preferred sports). One finds it impossible to understand how such subjectivism can possibly lead to the shared beliefs and behaviors that any civilization and large group necessarily requires.


Feature

Modern (18th-Century Liberalism)

Postmodern (Skepticism/No Truth)

Concept of Truth

Objective, Universal. Discoverable through reason and science.

Subjective, Relative. Constructed by language, culture, and power.

Source of Morality

Universal Principles. Rights, justice, and liberty are inherent and self-evident.

Contextual & Local. Ethics are dependent on specific cultural or social frameworks.

Role of Reason

Emancipatory. The engine of progress and the foundation of law.

Suspect. Often used to justify oppression or Western hegemony (a power tool).

Grand Narratives

Believed In. Faith in progress, science, and the eventual triumph of rationality.

Rejected. Skepticism toward any overarching story explaining history or existence.

The Self/Individual

Autonomous. A rational, consistent subject with non-negotiable, inherent rights.

Fragmented. Socially constructed, defined by forces outside of conscious control.

Goal of Society

To establish systems (law, democracy) that protect universal individual rights.

To deconstruct systems and expose hidden power imbalances and marginalized voices.


How any civilization can survive such relativism remains to be seen.


AI Doesn't Affect Critical Thinking: Users and Teachers Do

The debate about artificial intelligence's impact on critical thinking skills won’t be settled anytime soon, and perhaps cannot be permanently settled. For starters, not every human task requires critical thinking. And people differ in their willingness to do so, with or without the use of AI. 


If critical thinking refers to the disciplined process of actively analyzing, synthesizing, and evaluating information, using reasoned judgment, awareness of bias, and the ability to view issues from multiple perspectives, then AI can help or hinder such thinking. It all depends on the user. 


Study

Key finding about critical thinking (behavior/choice)

Evidence that people often do not think critically routinely

Frederick (2005) — Cognitive Reflection Test (CRT). (American Economic Association)

CRT measures the tendency to override an intuitive (fast) but wrong answer and engage reflective thought. Higher CRT supposedly leads to more normative decision-making. (American Economic Association)

Many participants score low on CRT items, showing reliance on intuitive responses in common problems. This was the first clear, simple demonstration that people often do not spontaneously reflect. (American Economic Association)

Toplak, West & Stanovich (2014) — CRT expansion / review. (Keith Stanovich)

CRT correlates with many heuristics-and-biases tasks; reflective thinking is separable from IQ. (Keith Stanovich)

Meta-analytic/empirical work shows large subpopulations with low reflective scores — consistent pattern that many people frequently default to non-analytic processing. (Keith Stanovich)

Pennycook & Rand (2019 / 2020) — analytic thinking & misinformation. (ScienceDirect)

Analytic thinking (CRT, other measures) reduces susceptibility to fake news and “bullshit receptivity”; lapses often come from not engaging analytic processes. (ScienceDirect)

People often share or believe misinformation not primarily due to ideology but because they fail to apply analytic scrutiny in the moment (mental laziness / distraction). (ScienceDirect)

Mercier & Sperber (2011; review 2016) — Argumentative theory of reasoning. (Dan Sperber)

Reasoning evolved for argumentation/persuasion; people are better at generating justifications than at truth-seeking in isolation. (Dan Sperber)

Because reasoning is often socially-oriented, individuals routinely produce biased rationalizations rather than impartial critical evaluation — i.e., critical thinking is not the default. (Moodle@Units)

Stanovich & West (2000) — individual differences in reasoning. (UCSD Pages)

People differ widely in their propensity to apply normative rules; some errors reflect computational limits, others failures to engage Type-2 processes. (Cambridge University Press & Assessment)

Individual differences explain why many people repeatedly fail to apply critical evaluation across tasks — reflective thinking is uneven in the population. (Cambridge University Press & Assessment)

Evans (2008, Annual Review) — dual-process review. (PubMed)

Deliberative processes are slower and effortful; many everyday choices rely on fast heuristics instead. (PubMed)

The structural cost of Type-2 processing explains why people often choose not to think critically in routine settings. (PubMed)

Otero et al. (2022) — meta-analysis on CRT and abilities. (ScienceDirect)

CRT correlates with many cognitive abilities but captures a distinct reflective disposition that predicts real-world judgment. (ScienceDirect)

Heterogeneity in CRT performance across populations shows many people do not spontaneously apply reflective thought in day-to-day decisions. (ScienceDirect)

Kwek et al. (2023) — distractions, analytic thinking, and fake news. (PMC)

Distraction reduces analytic engagement and increases acceptance of false headlines; analytic prompts restore skeptical scrutiny. (PMC)

Real-world environments (multitasking, social feeds) routinely deprive users of the attention needed for critical thinking. (PMC)


The Cognitive Reflection Test shows many people default to fast, intuitive answers and fail to reflect, according to the American Economic Association. That is a personal choice and cognitive style AI does not necessarily change. 


Some people might be routinely more or less reflective. 


Also, anyone might, from time to time, be distracted, tired or otherwise unwilling to reflect, at any given moment. Or, a person might simply not be pondering a question that requires much reflection, as the consequences of an uninformed choice are quite small. 


In other cases, time might be an issue and some questions require an immediate answer.

The other angle is that, although most educators and policymakers affirm the importance of critical thinking, formal education often fails to systematically develop it.


User behavior is one element, but so is failure to teach critical thinking effectively. 


Study

Key Finding

Source

The State of Critical Thinking Today (The Critical Thinking Community)

Documents that most college faculty lack a substantive concept of critical thinking, and classroom research shows it is rarely fostered due to reliance on lectures and emphasis on factual recall.

https://www.criticalthinking.org/pages/the-state-of-critical-thinking-today/523

An Evaluative Review of Barriers to Critical Thinking in Educational and Real-World Settings (PMC/NIH, 2024)

Identifies barriers to Critical Thinking (CT), including overemphasizing CT skills (analysis, evaluation) while neglecting the necessary dispositions (inclination or willingness to apply the skills).

https://pmc.ncbi.nlm.nih.gov/articles/PMC10300824/

Critical thinking as a necessity for social science students... (Frontiers in Education, 2023)

States that globally, 85% of teachers believe students have limited critical thinking abilities upon entering university, and recommends project-based learning models for improvement.

https://www.frontiersin.org/journals/education/articles/10.3389/feduc.2022.983292/full

CRITICAL THINKING SKILLS AND THEIR IMPACTS ON ELEMENTARY SCHOOL STUDENTS (ERIC, 2021)

Concluded that elementary school students' critical thinking skills were very low due to teacher factors, such as the dominant use of the direct learning model and lecture method.

https://files.eric.ed.gov/fulltext/EJ1319487.pdf

Thinking Left Behind: 5 Reasons Education Fails at Critical Thinking (The Critical Thinking Institute)

Argues that the systemic failure is due to a system predicated on the acquisition of knowledge, not the development of independent critical thinking skills.

https://www.thectinstitute.com/blog/5-reasons-education-fails-critical-thinking

Yes, Follow the Data. Even if it Does Not Fit Your Agenda

When people argue we need to “follow the science” that should be true in all cases, not only in cases where the data fits one’s political pr...