The concept of an AI-powered classroom aligning with John Dewey’s philosophy of education is indeed fascinating. Dewey’s emphasis on experiential learning, democracy, and societal importance can provide valuable insights into the potential role of generative AI in education.
Dewey’s belief in learning through lived experiences resonates with the idea of using AI as a facilitator of experiential learning in the classroom. I also believe Dewey’s thought in his “Experience & Education” (Dewey, 1938, p. 13) is relevant here:
“The belief that all genuine education comes about through experience does not mean that all experiences are genuinely or equally educative. Experience and education cannot be directly equated to each other. For some experiences are miseducative. Any experience is miseducative that has the effect of arresting or distorting the growth of further experience. An experience may be such as to engender callousness; it may produce lack of sensitivity and of responsiveness. Then the possibilities of having richer experience in the future are restricted.” (Dewey, 1938, p. 13).
This highlights the dangers of uncritical acceptance of information, especially within AI-powered environments. There are inherent dangers in the misuse of generative AI tools to harm student learning, whether on purpose or by accident. Yet the opportunity to democratize knowledge and reduce barriers to learning for people from all groups, including marginalized ones, to access and upskill is an important argument for AI’s application in K-12 and higher education settings. Since Dewey reminds us that education should teach students about everyday life experientially as many in our society are using AI in different ways now and will only rely on these tools more in the coming years (Georgieva, 2024), we should definitely take the educational time necessary to teach AI literacy and collectively discuss in schools AI’s current and future impact on our world. Students need to be prepared to think critically and engage democratically in this important societal shift. This includes understanding how to identify misinformation and disinformation, as these are prevalent dangers within the digital landscape.
Misinformation and disinformation should be defined since they are concepts around understanding the nature and impact of false information, particularly in the digital age where such information can spread widely and rapidly. Misinformation refers to false or misleading information that is spread, but not necessarily with an intent to deceive (Dictionary.com, 2022). For example, a person might share a social media post claiming a certain food cures a disease because they genuinely believe it’s true, despite lacking scientific evidence. This demonstrates how misinformation can stem from misunderstanding or ignorance rather than malice.
In contrast, disinformation is characterized by its deliberate nature; it is false or misleading information created and spread with the intent to deceive or cause harm (Dictionary.com, 2022). An instance of disinformation could be a propaganda campaign orchestrated by a foreign entity to disseminate false news stories with the aim of influencing political outcomes or elections. The distinction lies in the intent behind the spread of information. While misinformation might be propagated by individuals who believe in the falsehoods they share, disinformation is a calculated act of deception. Recognizing the difference between these two is essential for critical media literacy.
Dewey’s belief in learning through lived experiences resonates with the idea of using AI as a facilitator of experiential learning in the classroom. By integrating AI tools into project-based learning, simulations, and real-world problem-solving activities, educators can create dynamic learning environments that promote active student engagement and reflection. The personalized nature of AI can also adapt to individual learners’ needs, enhancing the learning experience and fostering a deeper understanding of the subject matter.
Furthermore, Dewey’s focus on democracy highlights the importance of preparing students for active participation in democratic societies. AI can contribute to this by fostering critical thinking, collaboration, and communication skills through interactive platforms and simulations. These AI-driven tools can help students engage in democratic deliberations, ethical reasoning, and collective problem-solving, nurturing a sense of civic responsibility and democratic values.
Dewey’s concern for the societal implications of education is also relevant to the integration of generative AI. AI can address educational disparities by providing access to quality education for underserved populations and bridging gaps in learning opportunities. However, it is crucial to address ethical considerations such as data privacy, bias, and equity to ensure that AI in education serves the broader goal of social justice.
In adopting generative AI in education, we can draw upon Dewey’s constructivist approach, which recognizes learners as active participants in the construction of knowledge. AI can be designed to support constructivist learning theories, enabling students to explore, interact, and collaborate with AI systems and their peers. This approach encourages students to take ownership of their learning and develop critical thinking skills in tandem with AI-driven tools.
In conclusion, by aligning generative AI with Dewey’s educational principles, we can create a classroom environment that promotes experiential learning, democratic engagement, and societal relevance. This integration has the potential to enhance education by personalizing learning experiences, preparing students for active citizenship, and addressing societal challenges. However, it is crucial to consider ethical implications and ensure that AI technologies are utilized in a way that upholds democratic values and serves the best interests of all learners. Additionally, it helps us continue to teach media literacy and digital citizenship efforts with constructivist principles to our students to prepare them to distinguish between misinformation and disinformation.
References:
Dewey, J. (1938). Experience and Education. Kappa Delta Pi. https://openlibrary.org/books/OL6367993M/Experience_and_education
Dictionary.com. (2022, August 15). “Misinformation” vs. “Disinformation”: Get Informed On The Difference? Dictionary.com. Retrieved from https://www.dictionary.com/e/misinformation-vs-disinformation-get-informed-on-the-difference/.
Georgieva, K. (2024, January 14)AI will transform the global economy. Let’s make sure it benefits humanity. IMF Blog. Retrieved from the International Monetary Fund website: https://www.imf.org/en/Blogs/Articles/2024/01/14/ai-will-transform-the-global-economy-lets-make-sure-it-benefits-humanity.