Advertisement

AI & SOCIETY

, Volume 34, Issue 1, pp 47–54 | Cite as

AI and education: the importance of teacher and student relations

  • Alex GuilhermeEmail author
Original Article

Abstract

A defining aspect of our modern age is our tenacious belief in technology in all walks of life, not least in education. It could be argued that this infatuation with technology or ‘techno-philia’ in education has had a deep impact in the classroom changing the relationship between teacher and student, as well as between students; that is, these relations have become increasingly more I–It than I–Thou based because the capacity to form bonds, the level of connectedness between teacher and students, and between students has either decreased or become impaired by the increasing technologisation of education. Running parallel to this and perhaps exacerbating the problem is the so-called process of ‘learnification’, which understands that teachers are mere facilitators of the learning process, rather than someone with an expertise who has something to teach others. In this article, I first assess the current technologisation of education and the impact it has had in relations within the classroom; second, I characterise Buber’s I–It and I–Thou relations and its implications for education; finally, I investigate through a thought experiment if the development of AI could 1 day successfully replace human teachers in the classroom.

Keywords

Martin Buber Teacher–student relations Learnification Techno-philia 

References

  1. Apple M (1988) Teachers and texts: a political economy of class and gender relations in education. Routledge, LondonGoogle Scholar
  2. Asimov I (1950) I, Robot. Gnome Press, New YorkGoogle Scholar
  3. Avnon D (1998) Martin Buber: the hidden dialogue. Rowman and Littlefield Publishers, LanhamGoogle Scholar
  4. Biesta GJJ (2010) Good education in an age of measurement: Ethics, politics and democracy. Paradigm Publishers, BoulderGoogle Scholar
  5. Biesta GJJ (2013) Receiving the gift of teaching: From ‘learning from’ to ‘being taught by’. Stud Philos Educ 32:449–461CrossRefGoogle Scholar
  6. Boulay B, Luckin R (2015) Modelling human teaching tactics and strategies for tutorimh systems: 14 Years On. In: International Journal of Artificial Intelligence Education, earlyview, pp 1–12Google Scholar
  7. Buber M (1923, 2004) I and thou. Continuum, LondonGoogle Scholar
  8. Buber M (1925, 1961a) The Address on Education. In Between Man and Man. Collins, LondonGoogle Scholar
  9. Buber M (1939, 1961b) The Education of Character. In: Between Man and Man. Collins, LondonGoogle Scholar
  10. Carroll J, McKendree J (1987) Interface design issues for advice-giving expert systems. Commun ACM 30(1):14–31CrossRefGoogle Scholar
  11. Christensen R (1997) Effect of technology integration education on the attitudes of teachers and their students. PhD Thesis, University of North TexasGoogle Scholar
  12. Flood M (1951) Report on a Seminar on Organizational Science, P-7857, The RAND Corporation, Santa MonicaGoogle Scholar
  13. Freire P (1996) Pedagogy or the oppressed. Penguin Books, LondonGoogle Scholar
  14. Guilherme A (2014) Reflexions on Buber’s ‘living-centre’: conceiving of the teacher as ‘the builder’ and teaching as a ‘situational revelation’. Stud Philos Educ 34(3):245–262CrossRefGoogle Scholar
  15. Kritt D, Winegar L (2007) Education and technology: critical perspectives, possible futures. Lexington, LanhamGoogle Scholar
  16. Kuhn T (1977) The Essential Tension. University of Chicago Press, Chicago, pp 240–265Google Scholar
  17. Laura RS, Chapman A (2009) The technologisation of education: philosophical reflections on being too plugged. Int J Child Spiritual 14(3):289–298CrossRefGoogle Scholar
  18. Lepper MR, Woolverton M (2002) The wisdom of practice: lessons learned from the study of highly effective tutors. In: Aronson JM (ed) Improving academic achievement: impact of psychological factors on education. Academic, New York, pp 135–158CrossRefGoogle Scholar
  19. McCorduck P (1979) Machines who think: a personal inquiry into the history and prospect of artificial intelligence. Freeman, San FranciscoGoogle Scholar
  20. McCorduck P (1985) The universal machine: confessions of a technological optimist. McGraw-Hill, New YorkGoogle Scholar
  21. McCorduck P (1988) Artificial Intelligence: An Aperçu. Daedalus 177(1):65–83Google Scholar
  22. McDevitt TM, Ormrod JE, Cupit G, Chandler M, Aloa V (2013) Child development and education. Pearson, Frenchs ForestGoogle Scholar
  23. Mirowski P (2003) McCorduck’s Machines Who Think after twenty-five years—revisiting the origins of AI. In: AI Magazine, pp 135–138Google Scholar
  24. Ohlsson S (1987) Some principles of intelligent tutoring. In: Lawler RW, Yazdani M (eds) Learning environments and tutoring systems. Alex, Norwood, pp 203–237Google Scholar
  25. Olney AM, D’Mello S, Person N, Cade W, Hays P, Williams C, Graesser A (2012) Guru: a computer tutor that models expert human tutors intelligent tutoring systems. In: Proceedings of the 11th International Conference, ITS 2012, Chania, Crete, Greece, 14th–18th June. Springer, Dordrecht, pp 127–144Google Scholar
  26. Postman N (1995) The end of education: Redefining the value of school. Knopf, New YorkGoogle Scholar
  27. Ridgway J, (1988) Of course ICAI is impossible. Worse though, it might be seditious. In: Self J (ed) Aritificial Intelligence and Human Learning. Chapman and Hall Computing, LondonGoogle Scholar
  28. Smith SR (2006) The relationship between student diversity, instructional differentiation and academic engagement in inclusive primary classrooms, PhD Thesis, University of NewcastleGoogle Scholar
  29. Theunissen M (1984) The other: studies in the social ontology of Husserl, Heidegger, Sartre and Buber (C. Macann, trans.). MIT Press, CambridgeGoogle Scholar
  30. Warschauer M, Knobel M, Stone L (2004) Technology and equity in schooling: deconstructing the digital divide. Educ Policy 18(4):562–588CrossRefGoogle Scholar
  31. Weinstein J (1975) Buber and humanistic education. Philosophical Library, New YorkGoogle Scholar

Copyright information

© Springer-Verlag London 2017

Authors and Affiliations

  1. 1.Postgraduate Programme in Education, Pontifícia Universidade Católica do Rio Grande do SulPUCRSPorto AlegreBrazil

Personalised recommendations