Advancing holistic educational goals through generative language-based technologies

IF 3.8 1区心理学 Q1 PSYCHOLOGY, EDUCATIONAL

Learning and Individual Differences Pub Date : 2024-11-25 DOI:10.1016/j.lindif.2024.102600

Miguel Nussbaum , Zvi Bekerman

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引用次数: 0

Abstract

We explore the transformative potential of generative language-based technologies in educational reform, moving beyond traditional cognitive transmission towards a more holistic and relational learning paradigm. Through Humberto Maturana's theoretical lens, we examine how generative AI can facilitate dynamic, learner-centred environments that emphasize relational understanding and structural coupling. We critique the prevailing focus on cognitive training and advocate for integrating the embodied, interactive nature of learning—encompassing both verbal and non-verbal communication—into educational practices. Generative language-based technologies are positioned as key tools for reshaping educational practices, enabling learners to transcend the constraints of present educational paradigms and foster a more integrated understanding of knowledge. By emphasizing social interactions and environmental engagement, generative language-based technologies promote more meaningful communication and connections. We also address significant challenges these technologies present, including risks to educational equity, ethical concerns, and the potential erosion of cognitive autonomy through over-reliance on AI tools.

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通过基于语言的生成技术推进整体教育目标的实现

我们探索基于语言的生成技术在教育改革中的变革潜力，超越传统的认知传递，转向更全面、更具关系性的学习范式。通过亨伯托-马图拉纳（Humberto Maturana）的理论视角，我们研究了生成式人工智能如何促进强调关系理解和结构耦合的、以学习者为中心的动态环境。我们批判了目前对认知训练的普遍关注，主张将学习的体现性、互动性--包括语言和非语言交流--融入教育实践。基于语言的生成技术被定位为重塑教育实践的关键工具，使学习者能够超越现有教育范式的限制，促进对知识更全面的理解。通过强调社会互动和环境参与，基于语言的生成技术促进了更有意义的交流和联系。我们还探讨了这些技术所带来的重大挑战，包括教育公平的风险、伦理问题，以及过度依赖人工智能工具对认知自主性的潜在侵蚀。

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来源期刊

Learning and Individual Differences PSYCHOLOGY, EDUCATIONAL-

CiteScore

6.60

自引率

2.80%

发文量

期刊介绍： Learning and Individual Differences is a research journal devoted to publishing articles of individual differences as they relate to learning within an educational context. The Journal focuses on original empirical studies of high theoretical and methodological rigor that that make a substantial scientific contribution. Learning and Individual Differences publishes original research. Manuscripts should be no longer than 7500 words of primary text (not including tables, figures, references).