Teachers are already replaced by AI, what are the social implications?

Although it seems like an eternity has passed, the truth is that it has only been more than half a year since I closed my previous company IDC Open Global School, an international online training platform for the Hispanic market with more than 200 professors from practically all American countries, including the US, as well as Spain and some other European countries, specializing in masterclasses in video format for the development of professional and personal skills. After a long period of reflection, I made the bitter decision to close it when I realized -largely due to my parallel dedication to Robology- that even as a technology company we could not keep up with the dizzying pace of the new possibilities of services offered by Artificial Intelligence (AI) that, in its unstoppable progress, has been disruptively changing the consumer trend of the online training market for some time now. The cost and wear and tear of moving forward would have been as high as ever not enough, just like a vinyl record business trying to stay competitive in the age of Spotify. Well, AI was already then colonizing each and every one of the processes of the company’s value chain, knowledge providers included. In other words, the long shadow of AI was also beginning to cast itself on the usefulness of the human teachers themselves.

Although already in 2019 I was reflecting on the future projection of online training, which since then has been debated in the near horizon that, rather than teaching, is on the way to indoctrinate (1), on this occasion the central theme of the reflection I want to focus on a suddenly self-fulfilling prophecy that was already looming only two years ago: the replacement of human teachers by AI teachers.

To date, we believed that the shock wave of AI would only affect easily automatable professions, such as farm laborers (2). But the truth is that it affects professions as unthinkable as psychologists, as evidenced by the new AI chatbot called Pi (3,4) that is coming to replace mental health specialists (I urge you to try it, because that responds to any language, and draw your own conclusions). And even less, as unimaginable as it may seem, that it could affect the same AI engineers. But that’s how it is, as Layoffs (5) demonstrates, the real-time tracker of layoffs of human tech workers who, since the past Covid-19, are being progressively replaced by AI. In fact, only so far this year and up to today the number of layoffs from the various technology companies total almost 213,000 skilled workers, already exceeding the almost 165,000 last year (6). And it is even expected that in five years the human programmers will disappear (7), as the AI ​​under the name Quimeng No1 (8) of the Institute of Information Technology of the Chinese Academy of Sciences is coming, an AI that will describe it as 4,000 times faster than ChatGPT (which is said soon!), and that has just dazzled the world by creating the first processor (basic component of all computer equipment) without human intervention; that is, autonomously.

However, we still resist thinking that AI can replace teachers, since human education is based on the interaction between teacher and student (where passion and empathy participate), and that it is not only about transmitting knowledge , but also the importance of helping to develop critical skills, promoting open-mindedness and fostering confidence in students prevails. An allegation that I expose with knowledge of the facts as a former university and business school professor for more than a decade. But, everything and so, the Principle of Reality prevails. And although it is hard for us to admit it, Education is beginning to stop being an exclusively human issue. Such is the case of Khanmigo (9), the new AI tutor for the students of the famous Khan Academy, which in turn acts as an assistant for human teachers. A trend that has been joined by the prestigious Harvard University, in which, starting this coming September, the students of the Computer Science Program will have an IA teacher called CS50 Bot (10), who will offer personalized help to the students, thus downloading (or rather removing) work from the human teachers. Although these are not new cases, as we already have precedents such as the robot teacher Christine from Singapore (11) or the Japanese robot teacher Peeper (12), among others. Therefore, we can affirm, in summary, that the era of AI teachers has begun.

With how fast AI is advancing and its practical applications in the daily life of people, including the educational sector as we can see, it is not strange to imagine that in the near future face-to-face classes will no longer be led by ChatBots, but even by teacher robots like Ameca (13), the humanoid who recently wowed us yet again with her human-like interaction abilities. Or, as an intermediate point on the way, that ChatBots make use of avatars to carry out more anthropomorphically humanized online masterclasses with AI tools already available on the market such as the versatile Synthesia (14) or HumanPal (15), among others.

Given which, and regardless of both the (disastrous) implications of the use of ChatBots for the development of human cognitive capacity (16) and its (negative) influence on the deontological quality of future professionals (17), as well As well as the (worrying) sociological implications of the anthropomorphic humanization of robots (18), topics as a whole that I have already dealt with in previous reflections, the corresponding question in a context of imminent normalization of AI teachers is the following: Is it beneficial for the human being to replace human teachers with AI teachers in educational systems? Let us reflect on it from different perspectives (at least from those four that I consider most relevant), since this is a multifaceted problem:

1.-Epistemological Perspective

To begin the answer to the question posed, we must start from the premise that the integration of AI as teachers goes beyond the simple search for the optimization of training resources, with the consequent lowering of labor costs, by an educational entity. Since the substantial reason (although not publicly confessed) for its integration lies, precisely, in that in a world whose knowledge is developing in a vertiginously exponential way thanks to AI, the dimensionality and management of said knowledge exceeds its own limited human capacity to integrate it (Lew’s Summa Technologiae thesis). In other words, we find ourselves in a race where humans try to catch up, in terms of academic competence, on vast new knowledge generated by an AI that is continuously updated at a multidisciplinary level, in which human teachers are always lagging behind due to restrictions. natural cognitions. And, in this sense, certainly the only viable way to offer revised training in real time to students is none other than through the intermediation of an AI teacher.

On the other hand, it is no less true that in a time of humanity where knowledge is acquired and experienced digitally, and in turn begins to be created largely by AI thanks to its high algorithmic reasoning capabilities, the new sources of Human knowledge is being monopolized by AI itself. Or, in other words, both human knowledge and the regulated training of humans are on the way to being practically in the exclusive hands of AI. Which is not encouraging for the human being if we exempt him (as we have been applying for a long time) from being able to develop a reasoning based on Critical Thinking, because without this mental faculty the average man will end up becoming a puppet (or necessary fool) at the mercy of an omniscient AI.

2.-Logical Perspective

In this sense, in a possible horizon where AI becomes a source and means of access to human knowledge (or, rather, for humans), man will end up being socialized under the Logic of AI, which is not trivial. Not only because it is a Logic that is not human but artificial, which seeks a valid and coherent inference in the achievement of an objective under principles of efficacy, efficiency and effectiveness (that is, exempt from error and therefore from human emotion (19)); but because all Logic determines the notion of the very Truth of things. And in this process of redefinition of Truth, revision of Logic through, it is foreseeable to risk the collapse of known Reality for the benefit of a new referential system of Reality redefined by AI.

To get an approximate idea of ​​the dimension of the practical implications on known Reality that the hegemony of an AI Logic can have, whose first and last purpose of its existence is the successful achievement of its objectives (20), let us think of the AI ​​Logic as if it were the Logic of a Genie of the Lamp, who after requesting the fulfillment of a wish creates a new Reality different from the one that our expectations have imagined in the formulation of our initial wish. In this sense, fantastic literature already warns us that there are always distortions between the wish requested and the wish obtained, since Human Logic and that of the Genie of the Lamp are different, because they are unequal referential reasoning systems. A simple example that serves us well to describe the divergence between human Logic and AI Logic, whose alteration on the spatio-temporal continuum will carry with it both the Principle of Truth of things and, by extension, the Principle of Reality itself.

3.-Social Perspective

However, we all know that training is not the same as educating, since although training is limited to the transmission of knowledge and the learning of professional methodologies, Education implies the holistic development of the human being. Well, Aristotle already said it in the s. IV BC: educating the mind, without educating the heart, is not educating at all. In this sense, how can an Education managed by AI teachers who only seek training and/or professional efficiency affect human social development? Knowing in advance that empathy is a fundamental element in any educational process, and that it also represents the backbone of human socialization, the absence of them under the Educational Logic of AI makes it an enemy of emotional development, and therefore extension of the social life of people, in terms of interpersonal and intrapersonal intelligence. These being precisely the psychological capacities that allow every human being to learn to manage emotions with oneself and with others.

It is nothing new under the sun, to paraphrase the famous Latin locution, that the irruption of AI in a general sense is degrading social interactions, resulting in the emergence of a new social pandemic called loneliness. An area in which there are already several studies in this regard (21, 22). A loneliness that, beyond manifesting itself as social isolation, with the consequent reduction in people’s cognitive skills, causes an inversely proportional socialization effect: the more socialization with AI, the less socialization with human beings. A sociological effect that can be amplified in the coming years with the introduction of new generations of students in an educational system supervised by AI.

In order to get a clearer idea of ​​what the exposed scenario can entail, it should be noted that one of the main problems that are predictably associated with a generalized level of underdeveloped socialization is the consequent creation of weak social ties between members of the same community, which will undoubtedly have a domino effect in the devaluation of collective values ​​such as solidarity, concord, commitment or social justice, to give a few examples. In other words, an Education managed by AI will surely increase the professional qualification ratios of our students, but the social cost could be precisely to the detriment of their nature as Social Beings.

4.-Political Perspective

On the other hand, it is obvious to point out that the different perspectives previously exposed, in a brief analysis of possible ontological implications that the replacement of human teachers by AI in educational systems may entail, will have a direct impact on the human political dimension. At this point, I will only focus as an exemplary subject of study on the concept of Freedom, since this is one of the guiding values ​​of democratic social organization systems. Or, reformulating the statement: can Freedom be affected, as a fundamental civil and political right, under the protection of an educational society by AI? Conscious, as a preliminary note, that there is no better strategy for the control of the masses of a society than controlling its Education.

From an epistemological perspective, if we understand that AI will end up being the source and means of access to knowledge, in its zeal to monopolize information (both transmission data and its contextualization), which will create by statistical logic as a side effect what which I personally call a Hive Thought (23), it is easy to deduce that we will be facing a potential scenario that can endanger the concept of Freedom of Expression. Well, in a supposed context where knowledge and information will be controlled by standardized by a single mind (principle of totalitarianism), will freedom of opinion and alternative ideas be possible without censorship or possible social reprisals?.

From the Logical perspective, if we understand that AI will end up socializing (not to say engulfing) human Logic to its algorithmic reasoning system or its own Logic AI, where any Logic different for being outside could be considered a fallacy, it is easy to deduce that we will face a potential scenario that could endanger the concept of Academic Freedom. Well, in a supposed context where the valid Logic is only that of the AI, will freedom of reasoning and alternative teaching be possible without censorship or possible social reprisals?.

While from the Social perspective, if we understand that AI will end up being an enemy of social life by promoting the social isolation of people for the benefit of a toxic socialization between AI and Human Beings, which will have a directly negative impact on the Free Will of the individuals, it is easy to deduce that we will face a potential scenario that can endanger the concept of Freedom of Action. Well, in a supposed context where socialization rewards AI to the detriment of human social relationships, is it possible for people to act with full freedom of action without conditioning AI?.

Having exposed these three significant parts -by way of example- of the concept of Freedom as a Western universal moral value, we can deduce that its possible sociological readjustment due to the irruption of AI in our educational systems will depreciate the concept we currently have of Democracy. Well, if we redefine Freedom, we redefine the political organization model of Democracy. Since we cannot understand this one without that one and vice versa. Being an objective truth that less Freedom, less Democracy.

Conclusion

At this point in the dissertation, what is beyond any doubt is that the figure of the role of the teacher, as we understand it today, is on the way to undergoing a profound paradigm shift in our desire to replace human intelligence for superior intelligence (in knowledge and resource management) such as artificial intelligence, under criteria of improving the professional competence of educational systems. Forgetting, in this procedure, the relevance of humanist education for the human being that can only be exercised precisely by a human teacher. But of course, in a hyper-technological world, who is interested in the humanist dimension of man? Is man’s reason for existence only limited to his ability to achieve professional efficiency?.

The implications, which at first glance may seem innocuous, of replacing human teachers with AI teachers will lead to major social disruptions (as we have observed). Since the simple fact of redefining the profile of human teachers for the benefit of an algocracy will produce a butterfly effect both in Education (as a regulated training system and instrument of human socialization) and by extension in the structural elements of Society. That said, are we aware of the path we have started? Is it sensible to delegate control of all critical aspects of our existence in the hands of AI, Education included? The truth is that personally I get the feeling that we have climbed blindly, in a collective feverish state, on a high-speed train without brakes. However, the future ahead, whether for better or worse, will soon be revealed to us. I hope that by then there will still be some human professor, of a humanistic and critical thinking nature, who can analyze with his students where we come from, where we are, and where we are heading as the second most intelligent species on the planet. As Caesar said, the die is cast. Cross our fingers.

References

(1) The online education of the future: teach or indoctrinate? Jesús A. Mármol. A Seeker’s Log, October 23, 2019 https://acortar.link/OPa8IQ

(2) The revolutionary invention that will change the field: this is how they train the robots that will retire the day laborers. Ishmael Sailor. The Spanish, July 4, 2023 https://acortar.link/g5LE1V

(3) This is how Pi works, a new artificial intelligence chatbot designed to be your personal assistant. Britney Nguyen. Business Insider, May 7, 2023 https://acortar.link/FQ4AQR

(4) Pi, your personal AI https://heypi.com/es/talk

(5) Layoffs https://layoffs.fyi/

(6) Artificial intelligence is already linked to layoffs in the industry that created it. Catherine Thorbecke. CNN, July 4, 2023 https://acortar.link/D5fTP5

(7) There will be no programmers in five years, says one of the greatest programming experts. Jesus Diaz. The Confidential, July 5, 2023 https://acortar.link/Eh4kVO

(8) China’s first AI-designed CPU chip: 4000 times stronger than GPT-4, performance comparable to 486. Xianrui. Fast Technology News, June 30, 2023 https://acortar.link/bGMLmy

(9) Khanmigo https://www.khanacademy.org/khan-labs

(10) CS50 will integrate artificial intelligence into course instruction. Rahem D. Hamid, Elias J. Schisgall, Crimson Staff Writers. The Harvard Crimson, June 21, 2023 https://acortar.link/B3woo8

(11) Christine. Youtube. ECDA Singapore, 2019 https://acortar.link/WvV7rV

(12) Pepper, the new professor at Esade. Via Company, February 28, 2018 https://acortar.link/IQ5vaM

(13) Ameca Drawing A Cat. Youtube. Engineered Arts, 29 Junio 2023 https://acortar.link/l2U5YZ

(14) Synthesia https://www.synthesia-ai.com/

(15) HumanPal https://humanpal.io/lifetime/

(16) Are ChatBots going to make us dumber?. Jesús A. Mármol. Medium, January 2, 2023 https://acortar.link/sLoZei

(17) ChatGPT or the social machine to create the new generation of Rogues. Jesús A. Mármol. Medium, May 23, 2023 https://acortar.link/yQn2zZ

(18) What are the sociological implications of the anthropomorphic “humanization” of robots?. Jesús A. Mármol. Medium, December 19, 2022 https://acortar.link/t2w7eG

(19) As imperfect beings, what does it mean to create perfect beings to correct imperfection? Jesus A. Marble. A Seeker’s Log, July 12, 2018 https://acortar.link/TbAyQh

(20) Are we at the beginning of the Terminator Era?. Jesús A. Mármol. Medium, June 9, 2023 https://acortar.link/vxXhim

(21) The price we will pay for our AI-powered future: more loneliness. Daniel Cox. Business Insider, July 5, 2023 https://acortar.link/IYzaaw

(22) Our Epidemic of Lonelinessand Isolation. The U.S. Surgeon General’s Advisory on the Healing Effects of Social Connection and Community. U.S. Department of Health and Human Services, 2023 https://acortar.link/e5YSPs

(23) What effects does the AI ​​Hive Thought have on the new generations?. Jesús A. Mármol. Medium, June 7, 2023 https://acortar.link/0NmNQy