{"title":"AI, Concepts of Intelligence, and Chatbots: The “Figure of Man,” the Rise of Emotion, and Future Visions of Education","authors":"B. Baker, K. Mills, Peter McDonald, Liang Wang","doi":"10.1177/01614681231191291","DOIUrl":null,"url":null,"abstract":"Background: Artificial intelligence (AI) applications have been implemented across all levels of education, with the rapid developments of chatbots and AI language models, like ChatGPT, demonstrating the urgent need to conceptualize the key debates and their implications for a new era of learning and assessment. This adoption occurs in a context where AI is dramatically remapping “the human,” the purposes of schooling, and pedagogy. Focus of Study: The paper examines how different formulations of “human” became interwoven with the sliding signifier of “intelligence” through a series of violent exclusions, and how the shifting contour of “intelligence” produces uneven and unjust ontological scales undergirding both education and AI fields. Its purpose is to engage the education research community in dialogue about biases, the nature of ethics, and decision-making concerning AI in education. Research Design: This paper adapts a historical-philosophical method. It traces the effects of colonialism and racialization within humanism’s emergence through Sylvia Wynter’s historiography of “figure of Man,” especially via the invention of “intelligence,” which has linked education and computer science. It also investigates themes central to modern education such as justice, equity, and in/exclusion through a philosophical examination of the ontological scales of “human.” Conclusions: After outlining how “intelligence” has shifted from reason-as-morality to concepts of natural intelligence, we argue that current examples of AI in Education (AIEd), like classroom chatbots and social agents, constitute an intermediary point in the arc toward a new computational superintelligence—the emergence of man3—illustrating the opportunities, risks, and ethical issues in pedagogical applications based on emotion. We outline three differing visions of AIEd’s future, concluding with a series of provocations (onto-epistemological, practice-based, and purposes of schooling) that exceed such models and that, given rapid innovations in machine learning, require urgent consideration from multiple stakeholders.","PeriodicalId":48274,"journal":{"name":"Teachers College Record","volume":null,"pages":null},"PeriodicalIF":1.3000,"publicationDate":"2023-06-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":"1","resultStr":null,"platform":"Semanticscholar","paperid":null,"PeriodicalName":"Teachers College Record","FirstCategoryId":"95","ListUrlMain":"https://doi.org/10.1177/01614681231191291","RegionNum":4,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":null,"EPubDate":"","PubModel":"","JCR":"Q2","JCRName":"EDUCATION & EDUCATIONAL RESEARCH","Score":null,"Total":0}
引用次数: 1
Abstract
Background: Artificial intelligence (AI) applications have been implemented across all levels of education, with the rapid developments of chatbots and AI language models, like ChatGPT, demonstrating the urgent need to conceptualize the key debates and their implications for a new era of learning and assessment. This adoption occurs in a context where AI is dramatically remapping “the human,” the purposes of schooling, and pedagogy. Focus of Study: The paper examines how different formulations of “human” became interwoven with the sliding signifier of “intelligence” through a series of violent exclusions, and how the shifting contour of “intelligence” produces uneven and unjust ontological scales undergirding both education and AI fields. Its purpose is to engage the education research community in dialogue about biases, the nature of ethics, and decision-making concerning AI in education. Research Design: This paper adapts a historical-philosophical method. It traces the effects of colonialism and racialization within humanism’s emergence through Sylvia Wynter’s historiography of “figure of Man,” especially via the invention of “intelligence,” which has linked education and computer science. It also investigates themes central to modern education such as justice, equity, and in/exclusion through a philosophical examination of the ontological scales of “human.” Conclusions: After outlining how “intelligence” has shifted from reason-as-morality to concepts of natural intelligence, we argue that current examples of AI in Education (AIEd), like classroom chatbots and social agents, constitute an intermediary point in the arc toward a new computational superintelligence—the emergence of man3—illustrating the opportunities, risks, and ethical issues in pedagogical applications based on emotion. We outline three differing visions of AIEd’s future, concluding with a series of provocations (onto-epistemological, practice-based, and purposes of schooling) that exceed such models and that, given rapid innovations in machine learning, require urgent consideration from multiple stakeholders.
背景:随着聊天机器人和人工智能语言模型(如ChatGPT)的快速发展,人工智能(AI)应用已经在各级教育中实施,这表明迫切需要将关键辩论及其对学习和评估新时代的影响概念化。这种采用发生在人工智能正在戏剧性地重塑“人类”、学校教育和教育学目的的背景下。研究重点:本文探讨了“人类”的不同表述如何通过一系列激烈的排斥与“智能”的滑动能指交织在一起,以及“智能”轮廓的移动如何在教育和人工智能领域产生不平衡和不公正的本体论尺度。其目的是让教育研究界参与到关于人工智能在教育中的偏见、伦理本质和决策的对话中来。研究设计:本文采用历史哲学方法。它通过西尔维娅·温特(Sylvia Wynter)对“人的形象”(figure of Man)的历史编纂,特别是通过将教育和计算机科学联系在一起的“智能”(intelligence)一词的发明,追溯了人文主义出现过程中殖民主义和种族化的影响。它还通过对“人类”本体论尺度的哲学考察,研究了现代教育的核心主题,如正义、公平和排斥。结论:在概述了“智能”如何从“理性即道德”转变为“自然智能”的概念之后,我们认为,当前教育中的人工智能(AIEd)的例子,如课堂聊天机器人和社会代理,构成了通往新的计算超级智能(人类的出现)的弧线中的一个中间点,说明了基于情感的教学应用中的机遇、风险和伦理问题。我们概述了AIEd未来的三种不同愿景,最后提出了一系列超越这些模型的挑战(本体认识论、基于实践的和教育目的),考虑到机器学习的快速创新,需要多个利益相关者的紧急考虑。
期刊介绍:
Teachers College Record (TCR) publishes the very best scholarship in all areas of the field of education. Major articles include research, analysis, and commentary covering the full range of contemporary issues in education, education policy, and the history of education. The book section contains essay reviews of new books in a specific area as well as reviews of individual books. TCR takes a deliberately expansive view of education to keep readers informed of the study of education worldwide, both inside and outside of the classroom and across the lifespan.