Honored to be mentioned here and excited to think of techno-pragmatism as a movement. Writing about William James has felt more like a weird little historical hobby, sort of like taking and developing your own photographs in the digital age. Nice to have you point to other writers who share some of the ideas, and for me to think about pragmatism more as a weird, medium-sized hobby, one with enthusiasts who get together online and in-person.
Yes, Rob, you have found your champions. There is a little bit of wish fulfillment in the use of the word "movement." The optimists and doomers kind of have the market cornered at the moment. Sometimes, little hobbies can turn into cultural moments, but knowing the history of pragmatism, rather unlikely. my goal rather is to link of writers heading in a similar direction so that we can support each other over the coming year as the news cycle is bound to get even more complicated and distorted. I continue to do some thinking about the possibility about of an AI culture war particularly as we inch closer to the big election. Check out my post about the topic: https://open.substack.com/pub/nickpotkalitsky/p/ai-culture-war-and-how-to-avoid-it?r=2l25hp&utm_campaign=post&utm_medium=web. Be well!!!
Really insightful post! I'm personally in the pro-integrative camp... but what specific strategies can educators use to integrate AI in classrooms while also nurturing critical thinking skills?
Interesting point that OpenAI board troubles were some psychological breaking point.
To the point of education and AI: education in my country is filled with memorizing and theoretical knowledge. Letting AI in some restricted form enter the classrooms will be really helpful. But there is still same problem as it was before. To be able to aquire still growing knowledge, teachers and student have to learn how to learn effectively.
Yes, AI materializes metacognitive thinking when handled properly. The pedagogical benefits could be quite substantial particularly in context where student are encouraged to imitate the thinking of others rather than pursuing their own paths of inquiry. As you say, the crux of the matter is knowledge acquisition. How do these new tools stand in the way and open up pathways to the acquisition of both existing and new kinds of content and skill sets? That is the big work of this newsletter and AI x Educuation in general. Anyone who says they have the answer right now is selling AI Education Snake Oil.
I am working on a comprehensive plan. At this time. Baby steps. Front end and back end of writing process. Idea generator and editor. Ask GPT to generate lists and not actually do anything specific to your text. Use GPT to materialize meta-cognition! Cool, huh?
Thanks for another insightful post, Nick. It does feel like there's a move towards an embrace of the nuance, a recognition that complex issues demand more than black-and-white thinking. But maybe that's just hope talking.
Thanks also for the introduction to some new thinkers :)
I'm embracing AI in my classroom and leveraging Lance Cummin's strategy of forcing it to show just how weak it is. First blush is good and a great way to start but beyond that... it needs help.
Yes, we can learn a lot in the fissures and gaps of these systems. The challenge in 7-12 context is that GPT reasoning is rather robust. Students witness GPT at work and immediately feel the limitations of their own processing-speed, memory, efficiency. Beneath the amazing promise of no longer needing to do homework is the existential fear of no longer being needed. This the real work begins with elucidating the value of the human mind and the human experience. Most AI literacy programs have not gotten a handle on these larger issues and thus serve primarily as an offerings of Roos rather than frameworks. That is what I see you working on Michael. A framework, and I commend you for the effort.
Honored to be mentioned here and excited to think of techno-pragmatism as a movement. Writing about William James has felt more like a weird little historical hobby, sort of like taking and developing your own photographs in the digital age. Nice to have you point to other writers who share some of the ideas, and for me to think about pragmatism more as a weird, medium-sized hobby, one with enthusiasts who get together online and in-person.
Yes, Rob, you have found your champions. There is a little bit of wish fulfillment in the use of the word "movement." The optimists and doomers kind of have the market cornered at the moment. Sometimes, little hobbies can turn into cultural moments, but knowing the history of pragmatism, rather unlikely. my goal rather is to link of writers heading in a similar direction so that we can support each other over the coming year as the news cycle is bound to get even more complicated and distorted. I continue to do some thinking about the possibility about of an AI culture war particularly as we inch closer to the big election. Check out my post about the topic: https://open.substack.com/pub/nickpotkalitsky/p/ai-culture-war-and-how-to-avoid-it?r=2l25hp&utm_campaign=post&utm_medium=web. Be well!!!
Really insightful post! I'm personally in the pro-integrative camp... but what specific strategies can educators use to integrate AI in classrooms while also nurturing critical thinking skills?
Interesting point that OpenAI board troubles were some psychological breaking point.
To the point of education and AI: education in my country is filled with memorizing and theoretical knowledge. Letting AI in some restricted form enter the classrooms will be really helpful. But there is still same problem as it was before. To be able to aquire still growing knowledge, teachers and student have to learn how to learn effectively.
Yes, AI materializes metacognitive thinking when handled properly. The pedagogical benefits could be quite substantial particularly in context where student are encouraged to imitate the thinking of others rather than pursuing their own paths of inquiry. As you say, the crux of the matter is knowledge acquisition. How do these new tools stand in the way and open up pathways to the acquisition of both existing and new kinds of content and skill sets? That is the big work of this newsletter and AI x Educuation in general. Anyone who says they have the answer right now is selling AI Education Snake Oil.
I am working on a comprehensive plan. At this time. Baby steps. Front end and back end of writing process. Idea generator and editor. Ask GPT to generate lists and not actually do anything specific to your text. Use GPT to materialize meta-cognition! Cool, huh?
Thanks for another insightful post, Nick. It does feel like there's a move towards an embrace of the nuance, a recognition that complex issues demand more than black-and-white thinking. But maybe that's just hope talking.
Thanks also for the introduction to some new thinkers :)
I'm embracing AI in my classroom and leveraging Lance Cummin's strategy of forcing it to show just how weak it is. First blush is good and a great way to start but beyond that... it needs help.
Yes, we can learn a lot in the fissures and gaps of these systems. The challenge in 7-12 context is that GPT reasoning is rather robust. Students witness GPT at work and immediately feel the limitations of their own processing-speed, memory, efficiency. Beneath the amazing promise of no longer needing to do homework is the existential fear of no longer being needed. This the real work begins with elucidating the value of the human mind and the human experience. Most AI literacy programs have not gotten a handle on these larger issues and thus serve primarily as an offerings of Roos rather than frameworks. That is what I see you working on Michael. A framework, and I commend you for the effort.
Stay tuned for a trust framework soon.
Righteous!