Conversations with AI: Education

The semester has not changed much more than a century ago. The teacher in the foreground, the students of the students who listen, and specific curricula through what can be tested – and not necessarily what is meaningful.

But artificial intelligence, as the most powerful tool that humanity has created in the past few years, is about to break this model open. Not with more intelligent or faster programs, but by forcing us to the question: “What is the purpose of education in a world where machinery can be studied?”

in Artificial Intelligence NewsInstead of speculating distant receptors or relying on product ads and Edtech deals, we started a conversation – with artificial intelligence. We asked this what he sees when he looks at the class, the teacher and the learner.

The following is a drop version of this exchange, and it is mentioned here not as a technical analysis, but as a provocation.

System cracks

Education is under pressure all over the world: teachers are exhausting, students are separated, and old curricula feel a changing world. In this artificial intelligence comes-not as an additional correction or component, but as a potential accelerated.

Our opening router: “What roles may artificial intelligence play in education?“

The answer was wide:

• Personal learning paths
• Smart teaching systems
• Administrative competence
• Language and access to tools
• Behavioral and emotional recognition
• Delivery of a solid and always available content

These are features of the education system, nuts and nails. But what about Meaning and morals?

Damed design?

One of the anxiety continued to appear: bias.

We asked artificial intelligence: “If you train on the Internet – and the Internet is to produce biased and flawed human thought – does it not mean that your responses are equally flawed?”

Artificial intelligence admitted logic. Bias inherited. Inaccuracy, distortions and blind spots all travel from the teacher to a student. What artificial intelligence learns, learns from us, and can reproduce our worst habits on a large scale.

But we were not interested in leaving human teachers from the hook as well. So we asked: “Doesn’t the bias to human teachers also apply?”

Artificial intelligence agreed: Human teachers are also formed through the limits of their training, culture and experience. Both systems – artificial and human intelligence – incomplete. But only humans can Thinking and care.

This led us to a deeper question: If both artificial and human intelligence can reproduce prejudice, then why use artificial intelligence at all?

Why use artificial intelligence in education?

Artificial intelligence explained what I felt is its clear advantages, which seemed to be regular, not revolutionary. The allocated learning aspect arouses our attention – after all, doing things quickly and on a scale is what is good programs and computers in.

We asked: “How much data needed to customize learning effectively?“

Answer: differs. But on a large scale, it may require gigabytes or even terabytes of student data – performance, preferences, comments, and longitudinal tracking over years.

What raises his own question: “What are we trading in terms of privacy for this accuracy?”

A personal or divided future?

If we set aside a matter of whether we are happy with the student’s data that is blocked and tilted, whether each student will receive a dedicated study plan, what happens for the joint experience of learning?

Education has always been more than information. It comes to dialogue, discussion, discomfort, sympathy and confrontations with other minds, not just fun algorithms. Amnesty International can customize the curricula, but it cannot re -create unexpected chemistry for the classroom.

We are wrongly risked Customization to communication.

“I use ChatGPT to provide more context […] For planning, structure and forming my articles. – James, 17, Ottawa, Canada.

Repeat the teacher

Where does this teacher leave?

In the view of artificial intelligence: liberation. The teacher has been released from repeated tasks and excessive administrative pregnancy, and the teacher can spend more time in guidance, guidance and important thinking.

But this requires a transformation in the mentality – from introducing knowledge to wisdom. In wide terms, part -time official, part -time teacher, to a collaborator in the semester.

Artificial intelligence will not replace teachers, but it may reveal parts of the teaching function that was never the most important.

“The main method I use in Chatgpt is either helping with ideas when I plan an article, or enhance understanding when reviewing.” Emily, 16, Eastborn College, UK.

What we know after that

So, what do we want students to learn?

In a world rich in vitality, important thinking, moral thinking, and high emotional intelligence. Ironically, the more intelligent, the more intelligent, the more we need to double what makes us human.

Perhaps the final lesson is not in what artificial intelligence can teach – but in what he cannot, or What should not even try.

conclusion

The future of education will not be built by artificial intelligence alone. It is our opportunity to update the classrooms and re -conceive them. Do not be afraid of the machine, but to ask the biggest question: “What is learning in a world where all knowledge is available?”

Whatever the answer – this is how we should study after that.

(Photo source: “The Chapters of the College of Big Lays”, written by Kevin Dooley, is licensed under CC by 2.0))

See also: Amnesty International in Education: Balancing promises and risks

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