A framework for educational dialogue

Key points:

As educators (and the rest of society) struggle to frame the conversations we have with other educators and students about the potential and dangers of introducing generative ai into the classroom and beyond, I think we can turn to to fiction to provide some context for those conversations.

Fiction offers a unique lens through which we can explore the ethical, social, and practical implications of artificial intelligence technologies. By examining these narratives, we can better understand the complexities and nuances of integrating ai into our daily lives and educational environments.

Fictional texts often serve as mirrors that reflect contemporary social issues, allowing readers to engage and critically analyze these issues within a speculative or imaginative context. This engagement fosters empathy and a deeper understanding of diverse perspectives, making it easier to discuss controversial topics in a more abstract and less confrontational way. By exploring hypothetical scenarios and moral dilemmas through fiction, educators and students can develop critical thinking skills and explore the possible consequences of current social trends and technological advances.

Fiction thus becomes a powerful tool to facilitate meaningful dialogue and promote a more nuanced understanding of contemporary social challenges. With current tensions and concerns about generative ai, drawing on the insights of a variety of science fiction authors seems a reasonable tool for educators in secondary and higher education classrooms.

A great potential starting point is Asimov. I, robot (1950). This is a collection of short stories that introduced Asimov's life. Three laws of robotics. These are a great framework for discussing the ethical implications of ai development. Originally, the nine stories were published individually between 1940 and 1950. A 2004 film, I, robot, starring Will Smith, is mainly based on one of the I, robot stories (The Little Lost Robot) and Asimov's Three Laws.

Another science fiction classic is that of Robert Heinlein. The moon is a tough lover (1966). Heinlein intended to encourage consideration of the impact of science on politics and social culture. Furthermore, he promoted the concept of hard science fiction based on existing scientific knowledge. This novel features an intelligent computer named Mike who plays a crucial role in a lunar revolution. It raises questions about the nature of consciousness and the potential for ai to surpass human intelligence. This is a particularly strong choice for contextualizing conversations around the concept of artificial general intelligence (AGI), which appears to be the ultimate goal of those involved in ai research and development.

The award-winning work of William Gibson. neuromancer (1984) is set in a cyberpunk future where ai has been fully integrated into society. Case, the novel's drug-addicted antihero, is searching for a cure for the damage his employer caused to his nervous system when he was caught shoplifting. It delves into the positive and negative aspects of these technologies. It raises the question of what the consequences are of ai becoming too much like humans and whether ai has rights. It raises questions about the potential impacts of ai on human identity and moral responsibility.

A recently written option is Klara and the sun (2021) by Kazuo Ishiguro. This novel explores the concept of artificial companionship through the eyes of an ai companion named Klara. Set in a future version of the US, it explores themes of love, loss, and the nature of consciousness. It may be particularly useful for exploring the emotional aspects of integrating ai into society. Second, this text can start a conversation about whether ai can or should develop emotional intelligence. The 2013 film. Hisby Spike Jonze, follows the same themes as the main character, Theodore Twombly, develops a relationship with his ai virtual assistant.

A couple of lesser known options would include the following. Neal Stephenson The Diamond Age: Or a Young Girl's Illustrated Handbook (1995) is a girl's coming-of-age story set in a world where she is educated by an interactive book about artificial intelligence. The story raises questions about inequality of access, with only certain social classes benefiting from advanced ai tools. Discussions may focus on how ai could perpetuate or mitigate educational inequalities and the risks of entrenching biases within ai systems that influence young minds. The novel's themes highlight the need for equitable and transparent ai in schools. The novel by Daniel Suárez. Devil (2006) is the story of a computer program that resumes its own continuous development after the death of its creator. Devil raises compelling questions about the potential for ai systems to act beyond the control of their creators, especially if they are designed with evolving autonomy. For educators, this novel provides a lens to examine the ethical considerations surrounding the role of ai in shaping student experiences and behaviors. It drives discussions about accountability, transparency, and the risks of allowing ai systems to operate without sufficient oversight. These are critical concerns as schools increasingly integrate ai for personalized learning, student assessment, and decision-making processes.

For those who want less fictional options, the following books offer good insights into the impact of ai on society. Four battlefields: power in the age of artificial intelligence by Paul Scharre is a text about how ai is impacting global security, war, and the potential for human freedom. It focuses on the fights between the three ai superpowers: China, Europe and the United States. Co-Intelligence: living and working with ai, by Ethan Mollick, is potentially the best introductory volume for educators on ai concepts and their potential impact on society in the relatively short term.

Dialogues on the integration of generative ai in education can be greatly enriched by drawing parallels with science fiction. These narratives offer speculative lenses through which both educators and students can explore the multifaceted implications of ai, from ethical considerations to societal impacts. By examining these fictional scenarios, we can foster a deeper and more empathetic understanding of the potential and dangers of generative ai. Ultimately, this can help us prepare for the complexities that await us in our technologically rich future.

Literature, in this sense, becomes not only a tool for the imagination but a crucial framework for critical thinking and meaningful discussion.

Author's note: The title was suggested by MS Co-Pilot after writing the article. Gemini and ChatGPT were asked to suggest possible titles for inclusion. No tool suggestions overlapped except Gibson's. Neuormant.

Dr. Steve Baule is a member of the faculty of Winona State University (WSU)where he teaches in the Department of Leadership Education. Before joining WSU, Baule spent 28 years in K-12 school systems in Illinois, Indiana and Iowa, and two years teaching in the University of Wisconsin system. For 13 years before moving to the university level, Baule served as superintendent of public schools. He has written ten books on a variety of educational and historical topics and has served on the editorial boards of two magazines. Baule earned an advanced diversity and equity certificate while in the University of Washington system. He holds a doctorate in educational technology from Northern Illinois University and a doctorate in educational leadership and policy studies from Loyola University Chicago.

Baule's academic interests focus on online student engagement, educational technology, particularly the impact of 1:1 implementations, social-emotional learning, and the history of education. Baule led several efforts to improve students' emotional health and reduce discipline problems before moving on to higher education. He also writes about aspects of early American history.

Baule has been a member of the American Association of School Administrators, the American Library Association, the American Association of School Librarians, the Association for Supervision and Curriculum Development, the Consortium for School Networking, the International Association of School Librarians, the National Association of Secondary Schools Principals, the National Staff Development Council and many of its state affiliates. He has served as a consultant in the areas of educational technology, facility design, library program development, team building, and communications.

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