You said it: AI is a medium. It’s not a tool. My own school practice consists of studying the medium with my students, to develop their skepticism muscles and hermeneutic agility.
Your targeting skepticism as a learning outcome is prescient, Paul. It's worth putting together a teacher research plan to collect episodes from students wherein skepticism played a role in their learning. You remind me that skepticism isn't the same as critical thinking. I guess skepticism might be a mindset or. disposition while critical thinking is arguably a constellation of motivated skills and strategies grounded in logical reasoning. The cross-currents are interesting. On one hand, students are socialized to trust information in a textbook implicitly. AI output should be viewed skeptically, provisionally, subject to credible verification. Yet in both instances--textbooks and AI output--overpowering layers of political meaning and cultural privileging interact to produce the words in front of student eyes. I admire your willingness to co-learn with your students. Please report to us on your findings.
You said it: AI is a medium. It’s not a tool. My own school practice consists of studying the medium with my students, to develop their skepticism muscles and hermeneutic agility.
Your targeting skepticism as a learning outcome is prescient, Paul. It's worth putting together a teacher research plan to collect episodes from students wherein skepticism played a role in their learning. You remind me that skepticism isn't the same as critical thinking. I guess skepticism might be a mindset or. disposition while critical thinking is arguably a constellation of motivated skills and strategies grounded in logical reasoning. The cross-currents are interesting. On one hand, students are socialized to trust information in a textbook implicitly. AI output should be viewed skeptically, provisionally, subject to credible verification. Yet in both instances--textbooks and AI output--overpowering layers of political meaning and cultural privileging interact to produce the words in front of student eyes. I admire your willingness to co-learn with your students. Please report to us on your findings.
Yes to this!
Nice work, Mike. Good luck to you and Nick with your publication.