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By Tyler Paré
It is 1962. America is in the throes of the Cold War and subsequently the Space Race. President John F. Kennedy stands in front of a crowded stadium of professors, students, politicians, and scientists at Rice University in Houston.
His message is clear — we will go to the moon by the end of the decade. A bold and daunting challenge, not without risk, to those in attendance and around the country. A challenge that Americans willingly accepted, because they knew it would bring out the best of their abilities.
Of all the lines from Kennedy’s speech that resonate with the current artificial intelligence revolution, one stands out: “The greater our knowledge increases, the greater our ignorance unfolds.”
We possess the knowledge to create and deploy AI. However, we are ignorant enough not to know if we should or if the consequences are worth the endeavor.
As we embark upon this new horizon, we must equally embark upon the corresponding educational changes necessary to prepare young minds for a brave new world.
This does not mean that all academic courses must incorporate AI or that we must teach every student to use AI for every intellectual task. Evidence indicates this is not a prudent path to follow.
Instead, as the stewards of young minds, we must develop a standard course for students to recommit to the foundational skills of education so that they can apply them to a future of knowns and unknowns created by AI.
A course that examines the best curricula of the past, present, and future, fortifying young minds to address eternal questions and problems in an ever-changing technological world.
We must standardize a course on futurology.
With the advent of the most disruptive invention since the printing press, AI puts education in the same position as America during the Space Race. And there is no shortage of ideas on what to do with learning in the presence of AI at this point — this piece included.
On one hand, there are technology advocates who want to see AI mainstreamed into virtually every course, believing that the only way to guarantee better learning outcomes is to integrate the latest technology in the classroom.
On the other hand, some advocate for an abstinence-only approach to AI in education. These individuals see little to no upside for learning outcomes when AI is present.
There is a grain of truth in both of these approaches. School districts should consider them both. AI is not going anywhere, so there is a need to utilize it in school, but overuse will invariably lead to cognitive offloading.
What should be more carefully considered is a middle ground between these two approaches.
Herein lies the argument for a standardized course on futurology at the high school level. An interdisciplinary course that blends literature, computer science, history, and philosophy to examine how AI will shape society and contort human nature.
Not a mere training of students to use or not use AI, or trust or distrust AI, but a course deliberately designed as a recommitment to foundational learning skills so that students can apply them to a future that we are woefully incapable of fully predicting.
Technological change, whether embraced or rejected, is nothing new. Consider the First Industrial Revolution, its entrepreneurs and its Romantic critics.
A foundation in critical thinking, the ability to discern truth through reflection and humility, is never more important than in a time of technological change.
Schools should not take this inflection point lightly or mistake it for another vacuous education trend — the likes of social-emotional learning or whole language instruction.
AI holds great promise and great peril for humanity. It is the duty of educators and school districts to prepare students for this reality rigorously. At a minimum, we must design and implement a course predicated on futurology to faithfully fulfill this obligation.
If we do not, we will abandon the generations growing up in this brave new world without the armor necessary to defend their minds or the resilience to thrive — in a Space Race without rockets or direction.
New Hampshire Bulletin is part of States Newsroom, a nonprofit news network supported by grants and a coalition of donors as a 501c(3) public charity. New Hampshire Bulletin maintains editorial independence. Contact Editor Dana Wormald for questions: [email protected].
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New Hampshire Bulletin is an independent, non-partisan, not-for-profit, statewide news organization dedicated to covering all things health care in New Hampshire. Visit NHB at newhampshirebulletin.com with Creative Commons License
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Photo Credit: Angela Graves, who grew up in Merrimack, has received preliminary support from the New Hampshire Department of Environmental Services for a pilot program using mushrooms to help clean up forever chemicals at the site of the former Saint-Gobain Performance Plastics plant. (Photo by Molly Rains/New Hampshire Bulletin)
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Filed Under: Featured Content, Technology
The New Hampshire Bulletin is an independent, nonprofit news organization dedicated to keeping the people of the Granite State informed about the issues that matter most. Because the activities inside the halls of power are just one part of the picture, the Bulletin staff follows the threads of policy into communities throughout New Hampshire to tell the people’s stories.
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