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IndraDanSecondEssay 3 - 16 Dec 2023 - Main.IndraDan
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Artificial Intelligence and Education | |
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< | -- By IndraDan - 22 Nov 2023 | >
> | -- By IndraDan - 16 Dec 2023 | | | | |
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< | Artificial intelligence has become one of the hottest topics of discussion. Advanced language models that replicate human speech have exploded in the last year. Anxiety over how these models will change the workplace - displacing a large number of jobs - has been a heavily emphasized narrative. Yet, the future is not predetermined. Whether these models will be net negative or positive for humanity is still undecided. They will certainly disrupt and change how a number of industries operate. | >
> | Introduction
Artificial intelligence has become one of the hottest topics of discussion. Advanced language models that replicate human speech have exploded in the last year. Anxiety over how these models will change the workplace - displacing a large number of jobs - has been a heavily emphasized narrative. Yet, the future is not predetermined. Whether these models will be net negative or positive for humanity is still undecided.They will certainly disrupt and change how a number of industries operate. | | | | |
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< | One industry that language models have the potential to revolutionize is education. Khan Academy, one of the pioneers of effective online education, has already begun to introduce AI chatbots. Despite current models lacking the full technical ability to “teach”, the technological transformation of education makes it seem inevitable that Big Tech tries. It is unlikely that the free-market will wait to identify the optimal approach for AI-based education. Instead, a trial and error approach with society is more likely. Thus, it is valuable to analyze the costs and benefits of these developments. | >
> | One industry that language models have the potential to revolutionize is education. Khan Academy, one of the pioneers of effective online education, has already begun to introduce AI chatbots. With an emphasis on the ability to “personalize” a user’s experience, BigTech? intends to transform the educational landscape now. Yet, it is unlikely that the free-market will wait to identify the optimal approach for AI-based education. Instead, a trial and error approach with society is more likely. Thus, it is valuable to analyze the costs and benefits of these developments. | | | The Potential of AI and Education
The Case for AI | |
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< | In theory, AI can represent a solution to the consistent undersupply of qualified educators in America. Language models utilize pattern analysis on extremely large sets of data in order to replicate human behavior. Furthermore, the model itself is able to finely tune its responses and develop based on the feedback that it receives from the humans who engage with them. From an optimistic perspective, an AI educator provides each student with individualized attention - teaching students iteratively at their own pace. The strength of AI as a teacher stems both from catering to the specific needs of a student and the ability of software to be deployed at scale. An AI-educator may be able to recognize certain patterns across thousands of students that would allow it to more effectively solve students' questions over time. Students could progress at their own pace and explore areas of their own personal interest - rather than being forced to stay on a single curriculum. Education could step away from standardized testing (a trend already in place) and re-focus itself on actually providing students with knowledge. Again, in theory, AI could represent a means of equalizing education across the entire world.
Unfortunately, optimistic hypotheticals must be grounded with unfortunate realities. The “convenience” of entrusting education to a seemingly all-knowing AI model is less appealing when put in context. Large language models are the newest product of surveillance capitalism. These models were developed by training on the behavioral data of human users. The battle for the collection of personal data is likely to evolve with the use of AI models. Surveillance capitalists will seek to identify the best way to make the everyday user comfortable with relying on an AI chatbot for daily tasks. | >
> | In theory, AI can represent a solution to the consistent undersupply of qualified educators in America. From an optimistic perspective, an AI educator provides each student with individualized attention - teaching students iteratively at their own pace. Students could experiment with and explore areas of their own personal interest - rather than being forced to stay on a single curriculum. Education could step away from standardization (a trend already in place) and re-focus itself on actually providing students with knowledge. | | | What is the Danger? | |
<
< | The pseudo-sentience that a language model displays may mean that these products may be more proactive about re-engaging humans to the network. The relationship between social media and anxiety, depression and a number of mental health related diseases illustrates why caution is imperative. In a world where technology has continuously expanded its influence for two decades, standing up against unwanted developments is often the hardest thing to do. Yet, Google Glass demonstrates that it is not impossible to stop the introduction of certain types or uses of technology.
The discussion of AI and education requires acknowledgement of the unique role teachers play. Teachers can guide students through a variety of developmental processes, both through pre-defined curriculum and through social interactions with the other members of the classroom. This perspective on teachers indicates that they are not merely information-dispensers, but instead occupy a role in a student’s life much more akin to a “generally available mentor”. It is obvious that not all teachers are created equal and that some teachers exclusively attempt to transmit their curriculum. While not all teachers will mentor, each will hold the influence and will be positioned to advise their students.
What is a Teacher?
The reality of teaching is that most students are children - developing in every sphere of their lives and making mistakes for the first time. While the curriculum may anchor a teacher’s class time, engaging with the social dimensions of students’ lives is often impossible to avoid. Teachers (as a collective) hold immense influence over this developmental time period. Instead of focusing on the content filled in the curriculum, a successful teacher teaches their students how to think. From organization to self-reflection, students are provided with a multitude of opportunities to develop their thought processes under the tutelage of an educator. Though the connection and interaction between teacher and student has changed over time, this special human relationship has existed since ancient times. | >
> | Unfortunately, optimistic hypotheticals must be grounded with unfortunate realities. The current iteration of Khanmigo only serves to grade papers, provide students with assessments with limited interactive support and craft lesson plans. Furthermore, the “convenience” of entrusting education to a seemingly all-knowing AI model is less appealing when put in context. Large language models are the newest product of surveillance capitalism. These models were developed by training on the behavioral data of human users. The battle for the collection of personal data is likely to evolve with the use of AI models. The relationship between current network platforms and a number of mental health related diseases illustrates why caution is imperative. | | | | |
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< | Conclusion
It therefore begs the question - can an AI actually step into the role of a teacher? Here are a few areas of discussion that should be considered: Will an AI be able to recognize children dealing with emotional struggles, rather than more traditional academic ones? How will children be emotionally stunted by interacting (and learning) from the computer? Will AI exacerbate the teaching shortage in America? Would AI undermine the authority of human teachers in the classroom? How will the AI communicate with students? | >
> | Searching for AI's Impact on Education
It therefore begs the question - how will AI impact education? Here are a few areas to begin discussion: What content should we allow [trust] AI to teach? What features of that content furnish themselves for AI educators? | | | | |
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< | It is interesting to think about partial solutions. Maybe certain process oriented subjects, like arithmetic, will translate better to AI education than more subjective humanities classes. Importantly, we as humans must determine whether we will allow an AI educator to step into the actual role of a teacher. Do we want an AI to teach students how to think? Or do we prefer the AI to act as an information-dispenser? | >
> | One distinction that may be relevant is certainty. Some academic subjects are structured around objective, definitive rules. In elementary mathematics, arithmetic operations with numbers rely upon these rules to come to a certain result. The guidelines of the subject matter are so clear that a student of these subjects needs only to become familiarized with the rules in order to “learn”. This example could be compared to a more nebulous subject like art. Art in general does not follow a formulaic approach - its value is often tied to the novel and creative processes involved in its creation. Attempts to establish rigid structure in these subjects is futile. Fundamental to the expression of art is humanity and its imprecise originality. For many, AI models, even when trained upon the most famous and storied pieces of art, are unable to capture the creative process and therefore unable to create products of value. Does the lack of clear principles in this process make AI unable to teach it? Unfortunately, very few subjects are developed upon infallible rules - everything exists on a spectrum of certainty. Even math begins to shift into the theoretical when pursued deeply enough. | | | | |
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< | Zuboff may argue that the digital network has long been set up to modify how humans “think”. The direct access to molding human thinking would not only ensure that control, but would also develop an emotional security with technology that has never existed before. Analysis of these issues leaves more questions than answers - though, it is clear that passivity will only lead to another “dispossession cycle”. | >
> | Luckily, education is not a pursuit of certainty. Instead, it is an uncertain approach of making the student think, learning from experience (and mistakes) in a (somewhat?) guided fashion. From memorizing the capitals of the 50 states to developing the ability to speak in public, every form of education requires a student to engage with the content itself. Technology already serves as a valuable tool in this process, as it increases student’s access to resources. A successful teacher is one that can facilitate a student’s thinking process - by presenting content in a variety of ways and resolving questions that may appear. AI could be a convenient appliance in the larger education system’s arsenal - even if short-falls exist. | | | | |
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I think the way forward is focus. Granting that "AI" exists, but only for a moment, it would be useful to get technically precise about what the "robot teacher" actually does | >
> | The student’s experience is the crux of this analysis. AI’s introduction to the education system should be heavily weighed against its impact upon the students themselves. While the aforementioned “pros” of an AI based education system are likely to drive adoption, there needs to be a corresponding review of what pains it may cause. | | | | |
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< | Whether large language models are intelligent seems relevant to whether they are "teachers," but not to whether they are "teaching." Perhaps attention to that distinction would be helpful. It will, at any rate, allow you to bypass some rather blowsy commentary on the fact that teachers and students are people.
Why do you join in the habitual extrapolation of technology you do not in detail understand? Software cannot actually drive cars in the real world. Is it more or less reasonable to suppose that software can teach, first grade or law school? What does our belief that either is possible tell us about our understanding of (a) driving, (b) teaching, and (c) software? On the other hand, I learn from reading and executing software all the time (learning by executing without reading is possible, but different learning occurs). I mostly taught myself how to do that. Does that mean that the computers I used taught me? How could they have done that if they weren't artificially intelligent? The philosophic problems you sport with here are real, and you might want to take them more seriously.
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> | Individualization is a particular aspect to be wary of. Despite its benefits, inherently it would provide less opportunity for collaboration. Students confined in “personal” curriculums would no longer share their experiences with their peers - detracting from an important aspect of the current system. With Zoom school as a prime example, technology can isolate students. As a society, we will deal with the consequences of this isolation for years to come. | | | | |
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> | Conclusion
In truth, our current education system is not only set-up to make students think. Despite any criticisms, school is the central means that we provide for young people to socialize and develop in a safe environment. There are a number of unanswered questions regarding how AI may impact this social process. Will AI be able to recognize children dealing with emotional struggles and respond to these issues? Intuitively, that would more likely be the realm of our human educators. But, how will AI impact the authority of teachers in the classroom? Will AI push more prospective teachers away from a career in education? | | | | |
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> | More questions will arise before answers are found. AI is likely to be a mixed-bag, coming with distinct advantages and disadvantages. The severity will depend upon how the technology is implemented. Caution and thoughtful analysis of these issues will hopefully help our educators avoid our prior failures. | | |
You are entitled to restrict access to your paper if you want to. But we all derive immense benefit from reading one another's work, and I hope you won't feel the need unless the subject matter is personal and its disclosure would be harmful or undesirable.
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IndraDanSecondEssay 2 - 10 Dec 2023 - Main.EbenMoglen
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| | | Zuboff may argue that the digital network has long been set up to modify how humans “think”. The direct access to molding human thinking would not only ensure that control, but would also develop an emotional security with technology that has never existed before. Analysis of these issues leaves more questions than answers - though, it is clear that passivity will only lead to another “dispossession cycle”. | |
>
> |
I think the way forward is focus. Granting that "AI" exists, but only for a moment, it would be useful to get technically precise about what the "robot teacher" actually does
Whether large language models are intelligent seems relevant to whether they are "teachers," but not to whether they are "teaching." Perhaps attention to that distinction would be helpful. It will, at any rate, allow you to bypass some rather blowsy commentary on the fact that teachers and students are people.
Why do you join in the habitual extrapolation of technology you do not in detail understand? Software cannot actually drive cars in the real world. Is it more or less reasonable to suppose that software can teach, first grade or law school? What does our belief that either is possible tell us about our understanding of (a) driving, (b) teaching, and (c) software? On the other hand, I learn from reading and executing software all the time (learning by executing without reading is possible, but different learning occurs). I mostly taught myself how to do that. Does that mean that the computers I used taught me? How could they have done that if they weren't artificially intelligent? The philosophic problems you sport with here are real, and you might want to take them more seriously.
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You are entitled to restrict access to your paper if you want to. But we all derive immense benefit from reading one another's work, and I hope you won't feel the need unless the subject matter is personal and its disclosure would be harmful or undesirable. |
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IndraDanSecondEssay 1 - 22 Nov 2023 - Main.IndraDan
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| META TOPICPARENT | name="SecondEssay" |
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Artificial Intelligence and Education
-- By IndraDan - 22 Nov 2023
Artificial intelligence has become one of the hottest topics of discussion. Advanced language models that replicate human speech have exploded in the last year. Anxiety over how these models will change the workplace - displacing a large number of jobs - has been a heavily emphasized narrative. Yet, the future is not predetermined. Whether these models will be net negative or positive for humanity is still undecided. They will certainly disrupt and change how a number of industries operate.
One industry that language models have the potential to revolutionize is education. Khan Academy, one of the pioneers of effective online education, has already begun to introduce AI chatbots. Despite current models lacking the full technical ability to “teach”, the technological transformation of education makes it seem inevitable that Big Tech tries. It is unlikely that the free-market will wait to identify the optimal approach for AI-based education. Instead, a trial and error approach with society is more likely. Thus, it is valuable to analyze the costs and benefits of these developments.
The Potential of AI and Education
The Case for AI
In theory, AI can represent a solution to the consistent undersupply of qualified educators in America. Language models utilize pattern analysis on extremely large sets of data in order to replicate human behavior. Furthermore, the model itself is able to finely tune its responses and develop based on the feedback that it receives from the humans who engage with them. From an optimistic perspective, an AI educator provides each student with individualized attention - teaching students iteratively at their own pace. The strength of AI as a teacher stems both from catering to the specific needs of a student and the ability of software to be deployed at scale. An AI-educator may be able to recognize certain patterns across thousands of students that would allow it to more effectively solve students' questions over time. Students could progress at their own pace and explore areas of their own personal interest - rather than being forced to stay on a single curriculum. Education could step away from standardized testing (a trend already in place) and re-focus itself on actually providing students with knowledge. Again, in theory, AI could represent a means of equalizing education across the entire world.
Unfortunately, optimistic hypotheticals must be grounded with unfortunate realities. The “convenience” of entrusting education to a seemingly all-knowing AI model is less appealing when put in context. Large language models are the newest product of surveillance capitalism. These models were developed by training on the behavioral data of human users. The battle for the collection of personal data is likely to evolve with the use of AI models. Surveillance capitalists will seek to identify the best way to make the everyday user comfortable with relying on an AI chatbot for daily tasks.
What is the Danger?
The pseudo-sentience that a language model displays may mean that these products may be more proactive about re-engaging humans to the network. The relationship between social media and anxiety, depression and a number of mental health related diseases illustrates why caution is imperative. In a world where technology has continuously expanded its influence for two decades, standing up against unwanted developments is often the hardest thing to do. Yet, Google Glass demonstrates that it is not impossible to stop the introduction of certain types or uses of technology.
The discussion of AI and education requires acknowledgement of the unique role teachers play. Teachers can guide students through a variety of developmental processes, both through pre-defined curriculum and through social interactions with the other members of the classroom. This perspective on teachers indicates that they are not merely information-dispensers, but instead occupy a role in a student’s life much more akin to a “generally available mentor”. It is obvious that not all teachers are created equal and that some teachers exclusively attempt to transmit their curriculum. While not all teachers will mentor, each will hold the influence and will be positioned to advise their students.
What is a Teacher?
The reality of teaching is that most students are children - developing in every sphere of their lives and making mistakes for the first time. While the curriculum may anchor a teacher’s class time, engaging with the social dimensions of students’ lives is often impossible to avoid. Teachers (as a collective) hold immense influence over this developmental time period. Instead of focusing on the content filled in the curriculum, a successful teacher teaches their students how to think. From organization to self-reflection, students are provided with a multitude of opportunities to develop their thought processes under the tutelage of an educator. Though the connection and interaction between teacher and student has changed over time, this special human relationship has existed since ancient times.
Conclusion
It therefore begs the question - can an AI actually step into the role of a teacher? Here are a few areas of discussion that should be considered: Will an AI be able to recognize children dealing with emotional struggles, rather than more traditional academic ones? How will children be emotionally stunted by interacting (and learning) from the computer? Will AI exacerbate the teaching shortage in America? Would AI undermine the authority of human teachers in the classroom? How will the AI communicate with students?
It is interesting to think about partial solutions. Maybe certain process oriented subjects, like arithmetic, will translate better to AI education than more subjective humanities classes. Importantly, we as humans must determine whether we will allow an AI educator to step into the actual role of a teacher. Do we want an AI to teach students how to think? Or do we prefer the AI to act as an information-dispenser?
Zuboff may argue that the digital network has long been set up to modify how humans “think”. The direct access to molding human thinking would not only ensure that control, but would also develop an emotional security with technology that has never existed before. Analysis of these issues leaves more questions than answers - though, it is clear that passivity will only lead to another “dispossession cycle”.
You are entitled to restrict access to your paper if you want to. But we all derive immense benefit from reading one another's work, and I hope you won't feel the need unless the subject matter is personal and its disclosure would be harmful or undesirable.
To restrict access to your paper simply delete the "#" character on the next two lines:
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| Revision 3 | r3 - 16 Dec 2023 - 16:17:28 - IndraDan |
| Revision 2 | r2 - 10 Dec 2023 - 14:24:00 - EbenMoglen |
| Revision 1 | r1 - 22 Nov 2023 - 16:38:22 - IndraDan |
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