AI Age Learning: Unusual view
The common belief is that in the Age of AI we will not have to learn much, because everything will be done by AI. I want to express the opposite opinion — we will have to learn more, substantially more and substantially deeper if we want to be able to collaborate with AI.
Why am I convinced of this?
My opinion is based on 1.5 years of daily interactions with LLMs. As an early adopter, I’ve actively used AI tools and taught over 100 people in presence how to use them. I’ve also consulted hundreds more on their use. Additionally, I’m in constant exchange with other active practitioners and AI researchers.
My conclusions:
1.Education Meets AI Creativity. It’s fascinating and clear: People with strong educational backgrounds are crafting the most imaginative and groundbreaking AI creations. The wealth of knowledge and skills leads to richer AI collaborations.
2. Design Gets an Artistic Boost. In design, those with a professional background in arts, design, architecture, and a solid grounding in the history of arts, are producing work that is not only conceptually intriguing but also of superior graphic quality. Like, imagine making a 15th-century woman do modern activities (see the image I used as an illustration) — you need not just imagination but a nuanced understanding of historical contexts.
3.Literary Prowess Amplified. Similarly, in writing, the most compelling AI-assisted texts are often the brainchildren of those already skilled in the art of writing, and who have a voracious appetite for fiction, non-fiction, and philosophy. Their pre-existing literary prowess acts as a catalyst in their interaction with AI.
4. The Polymathic Nature of Working with AI. Engaging with AI is inherently polymathic, necessitating both breadth and depth of knowledge. Time and again, I am drawn to the conclusion that the era of AI is intrinsically linked to polymathy, perhaps more so than any other period in history. This challenges the notion that polymathy is a relic of the European Renaissance. We’re witnessing a new kind of Renaissance, one where being a polymath is essential in the AI-driven world.
How to go about it?
Let’s first consider children.
Today’s schooling is highly stuffed with information and focused on a drill of skills. However, already now humanity urgently needs to cultivate the ultimate ‘super-skills’, such as the ability to grasp swiftly and deeply, as well as the ability to view the world’s complexity from a multidisciplinary perspective.
This is where a polymathic approach to learning with emphasis on breadth, depth, and integration may come in handy. This means learning more, and learning more deeply. Rather than just learning to prepare for tests, children should learn to philosophize, ask the right questions, and be curious multidisciplinary thinkers.
Rather than only drilling for spelling and grammar and focusing on math, students should focus on incorporating more conceptual learning (core concepts and superconcepts) balanced by experiential learning through theater, music, dance, handcrafts, martial arts, meditation, and interactions with nature.
In fact, we may need to go back to the roots of civilization and incorporate the learning techniques of the ancient Indians, Greeks, and Chinese, by embracing observation, philosophical contemplation, idea exploration, and collaboration — activities that challenge us to think deeply and question the world around us.
But how to teach children Depth?
Philosophize with them!
Parents find it cute when their little ones utter some sentences of wisdom; children have a remarkable capacity for intuitive philosophical insights and are able to ask very tricky (and sometimes awkward!) questions. However, the idea of introducing children to philosophy at the early school age rarely comes to the minds of parents or teachers, probably because many have never been introduced to the subject themselves.
The idea of exploring philosophy with children began in the US during the 70s, and resulted in the Philosophy for Children (P4C) program for primary schools, which has since expanded to 60 countries. What does a philosophy lesson in a class setting look like? Students begin with a short story or reading aloud; these stories often depict fictional children or animals who explore philosophical issues and then apply their reasoning to real-life situations.
They discuss issues of ethics, or questions of personal identity, in a structured discussion. These inquiries may then lead to actions or art projects, and always end with participants self-reflecting and correcting their beliefs, feelings, or values according to what they have learnt. This process not only enhances their reasoning and analytical skills but also respects their innate curiosity and intellectual potential.
Children love these lessons because, as they say, they can “be themselves”, teachers report that students and young adults who are disruptive in other classes thrive and enjoy philosophical dialogues, learning that they will be heard and taken seriously.
This kind of practical philosophy can be integrated into and across the curriculum. Although the main focus is on growing the awareness of the self and the world around them, philosophy also benefits children in their other studies.
Philosophy programs have been proven to increase test scores in writing, reading, and mathematics, because philosophy develops skills otherwise not taught at school, like clarity and coherence in speaking and listening, defending their arguments, constructing counter-examples, and using analogical reasoning.
A long-term study that began in Spain in 2002 followed more than 400 students in a P4C group, alongside a control group of 300 who weren’t involved in the program. It revealed that the P4C students were more likely to be socially responsible, and had an average of seven extra IQ points. Another study from the UK involved more than 3,000 students in Years 4/5 in a randomized trial, and concluded that students engaged in the P4C program gained, over the course of a year, an extra two months’ progress in math and reading compared to the non-participants.
In terms of polymathic education, philosophy plays a special role, for it’s a subject near and dear to polymaths of all ages. In fact, we live in a world sculpted by the ideas of philosophers from past centuries, whether we like it or not. For the individual student, philosophy is one of the core components of the polymathic depth dimension.
Re-Learning for Adults: getting to the roots first!
Now, what can be done about adult education?
Again, it’s never too late to introduce a philosophical approach to re-learning. The trick lies in learning ‘how to think’ and asking the right questions, which allows one to access information more deeply and meaningfully. This approach can make a huge difference in knowledge acquisition, including its speed. My decades-long observations show that people trained in how to think and learn do so much faster and more profoundly.
For instance, consider one of the basic philosophical terms, a beautiful German word — ‘Begriffserklärung.’ Before starting to think or discuss anything, why not first understand what it actually means? This could prevent a lot of misunderstandings and misconceptions for everyone.
We learn many terms at school, but most of them are forgotten over time. Let me give you an example. I once conducted a training session with a group of 10 adults, and it took them 2 hours to agree on what a “school” is. Defining it isn’t as straightforward as it seems. Try to define it — how is a school different from anything else? Should it be a specific place or building? But then, we have terms like “school of thought” or “art school,” which imply a certain style. There’s also “old school” and so on. What do these concepts have in common? What does the word “school” really stand for? Try it yourself and let me know in the comments what conclusion you come up with.
The next step would be where the so-called First Principles Thinking comes in, a method rooted in philosophy but highly relevant today. Why turn to First Principles Thinking? It’s a timeless yet modern approach to problem-solving. This method strips complex ideas or problems down to their core, bypassing traditional analogies and conventions. By understanding the fundamental elements, we reconstruct solutions or ideas anew, unshackled from biases and assumptions.
These are just some initial thoughts.
The core message is that instead of reskilling people with short-lived skills that will be in demand for only 5–10 years, why not equip them with more profound tools that will help them navigate any challenges? This is particularly relevant to the diminishing presence of liberal arts and humanities in school and higher education curriculums.
Philosophizing and Superskills could build a great foundation for the era preceding Superintelligence.
Naturally, if Superintelligence is achieved as anticipated, even this robust foundation may not suffice. Yet, possessing a well-developed mind has always been beneficial in learning, working, and leading a fulfilling life.
And those who themselves possess it, yet seek to deprive the upcoming generations of this opportunity, may not realize the consequences now. However, the realization, when it comes, could be bitter.
