The New York Department of Education recently banned the use of ChatGPT in their schools. ChatGPT is an artificial intelligence tool that can provide quick answers to questions and write high-school level, high-quality essays for students on almost any topic. The Department’s main argument is that the tool does not build critical thinking and problem-solving skills.
While the Department’s argument seems well-founded, my guess is that they are spitting in the wind. ChatGPT and future versions of the AI tool will find its way into schools and the workplace. Maybe there should be some guardrails or parameters for its use, but at some point, we will have to help students and adults figure out how to work with this and other AI tools to create, problem-solve, make us more productive, or learn.
Maybe there should be some guardrails or parameters for its use, but at some point, we will have to help students and adults figure out how to work with this and other AI tools to create, problem-solve, make us more productive, or learn.
The introduction of ChatGPT also reinforces a vision of the future in which artificial intelligence eliminates lower skilled positions in the workplace, and places a premium on Year 2035 competencies such as critical thinking, information literacy, communications, problem-solving, working in teams, and learning how to learn. And those students who can read, write, and do math and science at grade level will have an advantage in learning Year 2035 competencies to the extent that content knowledge and basic skills provide a foundation on which to build critical thinking and problem-solving skills.
Third Future Schools is trying to prevent this from happening, and we could use some help. We need more schools and districts to engage in wholescale, systemic reform and to change the American public education system to teach Year 2035 competencies.
My next several blogs will be devoted to the design principles of a new education system.