Alfie Kohn fasst es wieder einmal gut zusammen:
When the editors of the New York Times Magazine published a special issue on this topic last summer, they titled it “Learning to Live with AI.” Around the same time, ASCD, a prominent education organization, published a blog called “Equipping Future Teachers with Essential AI Skills.” This “better get used to it” thinking ought to be familiar to us by now — particularly those of us in schools. Our primary responsibility, we’re often told, is to subject even young children to activities of dubious value — homework, grades, testing, competition — so they’ll be ready when they’re forced to encounter more of these things of dubious value later.
By its very nature, this stance is developmentally misconceived and deeply conservative; it discourages critical thinking about the phenomenon in question. But there’s something particularly illogical about the argument that instruction should incorporate AI because AI will show up in students’ future workplaces. Is such training really the responsibility of a math or English teacher? At best, learning how to use a chatbot is a proficiency that’s completely different from reasoning through a problem, reading deeply, or organizing and expressing one’s thoughts. At aworst, it teaches you how to avoid doing these things, meaning that it’s not only irrelevant to a teacher’s primary objectives but inimical to them.
