And in many ways, generative AI is simply exposing what’s been broken in our educational model all along.” FACTS. This is a great thesis statement.
From my own research into generative AI and online learning, this perspective is in alignment with a lot of thought leaders in the field, but I would say digs even deeper into the heart and soul (as opposed to purely function) at the center of the need for a curricular revamp.
YES!! You’ve perfectly explained the ills of our education system as it is today so incredibly well. This is one of the best-written stances about AI’s impact on education that I’ve read. Thank you for your insight! I hope that this sparks a much-needed reevaluation of our education system, moving away from measuring learning by the speed and accuracy of regurgitated information and instead prioritizing authentic experiences that connect students to real-world challenges, communities, and one another.
Wow, thank you for such a thoughtful and encouraging reply! This is a topic that I am “pregnant with thoughts” on—truly one of my deepest convictions in education. I want to make a series out of this because I have plenty more to unpack. It also gets at the root of why I want to open my own school in the future. So many kids internalize that “school isn’t for them” which is such a crime—they internalize they are the problem when the problem is the actual school. We gotta change that! Anyways, thanks for tapping in!
Nicholas, this really gets at the heart of the matter-What should the purpose of an education be? In my own brainstorming, I've come to similar conclusions. 😊 I wonder about a few things, however.
How can we measure competencies without considering output/performance? Do we need to evaluate character and values? Who decides what values are prioritized?
As a foreign language teacher (I'm an English teacher in Spain), I also wonder about the "usefulness" factor of learning practical skills like languages. The process of learning a language definitely builds character, encourages multi-cultural understanding (a value) but may lack a clear pragmatic application in an AI world. Fighting against that sense of "pointlessness" is my current uphill battle with my students.
1. Measuring competencies and considering output/performance aren’t mutually exclusive, they are interconnected. Competency-based schools are a model that exist across the country and have been able to provide measurable and valuable data points on student performance. Building21 in Philadelphia shares their framework and tool they use for free. Check it out here: https://building21.org/b21-competency-framework/
2. In regards to whether we need to evaluate character and values, I think that ultimately boils down to a person’s educational philosophy and what they believe a student should be equipped with upon graduation and what a school should/shouldn’t be responsible for shaping in students.
3. In terms of which values are determined, I would say 1) big picture, schools are shaping in students whether intentionally or unintentionally—why not be clear and deliberate about which ones you want front and center. 2) Most schools/orgs have school values so it would likely make sense for the values students are evaluated on to align to those, 3) ultimately, I would start with the question: “what values do students need MOST in order to be productive and impactful in society?” Use that question and collaborate with the school community broadly (admin, staff, students, families, community members, etc.) and develop the core values together.
4. Oh wow! I actually see an abundance of usefulness in learning languages. I have several layers to my response to this but I have to step into my school—I’ll circle back to this question.
Christina, thank you SO much for your thoughts here. Your remarks were super thoughtful and pushed me to think deeper about the post. I appreciate you! Keep it coming! ☺️🙏🏽
“This isn’t just a technology problem.
It’s a purpose problem.
And in many ways, generative AI is simply exposing what’s been broken in our educational model all along.” FACTS. This is a great thesis statement.
From my own research into generative AI and online learning, this perspective is in alignment with a lot of thought leaders in the field, but I would say digs even deeper into the heart and soul (as opposed to purely function) at the center of the need for a curricular revamp.
🙏🏽✊🏽
YES!! You’ve perfectly explained the ills of our education system as it is today so incredibly well. This is one of the best-written stances about AI’s impact on education that I’ve read. Thank you for your insight! I hope that this sparks a much-needed reevaluation of our education system, moving away from measuring learning by the speed and accuracy of regurgitated information and instead prioritizing authentic experiences that connect students to real-world challenges, communities, and one another.
Wow, thank you for such a thoughtful and encouraging reply! This is a topic that I am “pregnant with thoughts” on—truly one of my deepest convictions in education. I want to make a series out of this because I have plenty more to unpack. It also gets at the root of why I want to open my own school in the future. So many kids internalize that “school isn’t for them” which is such a crime—they internalize they are the problem when the problem is the actual school. We gotta change that! Anyways, thanks for tapping in!
Absolutely. Rooting for you, and I can’t wait to see how you unpack this more!
Nicholas, this really gets at the heart of the matter-What should the purpose of an education be? In my own brainstorming, I've come to similar conclusions. 😊 I wonder about a few things, however.
How can we measure competencies without considering output/performance? Do we need to evaluate character and values? Who decides what values are prioritized?
As a foreign language teacher (I'm an English teacher in Spain), I also wonder about the "usefulness" factor of learning practical skills like languages. The process of learning a language definitely builds character, encourages multi-cultural understanding (a value) but may lack a clear pragmatic application in an AI world. Fighting against that sense of "pointlessness" is my current uphill battle with my students.
Love this! I’ll go question by question:
1. Measuring competencies and considering output/performance aren’t mutually exclusive, they are interconnected. Competency-based schools are a model that exist across the country and have been able to provide measurable and valuable data points on student performance. Building21 in Philadelphia shares their framework and tool they use for free. Check it out here: https://building21.org/b21-competency-framework/
2. In regards to whether we need to evaluate character and values, I think that ultimately boils down to a person’s educational philosophy and what they believe a student should be equipped with upon graduation and what a school should/shouldn’t be responsible for shaping in students.
3. In terms of which values are determined, I would say 1) big picture, schools are shaping in students whether intentionally or unintentionally—why not be clear and deliberate about which ones you want front and center. 2) Most schools/orgs have school values so it would likely make sense for the values students are evaluated on to align to those, 3) ultimately, I would start with the question: “what values do students need MOST in order to be productive and impactful in society?” Use that question and collaborate with the school community broadly (admin, staff, students, families, community members, etc.) and develop the core values together.
4. Oh wow! I actually see an abundance of usefulness in learning languages. I have several layers to my response to this but I have to step into my school—I’ll circle back to this question.
Christina, thank you SO much for your thoughts here. Your remarks were super thoughtful and pushed me to think deeper about the post. I appreciate you! Keep it coming! ☺️🙏🏽
Thanks for such great answers, Nicholas! Looking forward to continuing the conversation!
This really resonates. Your point about moving beyond rigid teaching toward curiosity-driven learning is so important.
AI doesn’t replace the need to learn, it challenges us to learn differently. Loved this framing.
Thanks Jenny! To what extent did your learning experience live or not live up to what we named as the true purpose of education?