2025/06/30 by Ron Aboodi · 2 citations
paper · doi:10.1111/edth.70037
Abstract As Artificial Intelligence (AI) keeps advancing, Generation Alpha and future generations are more likely to cope with situations that call for critical thinking by turning to AI and relying on its guidance without sufficient critical thinking. I defend this worry and argue that it calls for educational reforms that would be designed mainly to (a) motivate students to think critically about AI applications and the justifiability of their deployment, as well as (b) cultivate the skills, knowledge, and dispositions that will help them do so. Furthermore, I argue that these educational aims will remain important in the distant future no matter how far AI advances, even merely on outcome‐based grounds (i.e., without appealing to the final value of autonomy, or authenticity, or understanding, etc.; or to any educational ideal that dictates the cultivation of critical thinking regardless of its instrumental value). For any “artificial consultant” that might emerge in the future, even with a perfect track record, it is highly improbable that we could ever justifiably rule out or assign negligible probability to the scenario that (a) it will mislead us in certain high‐stakes situations, and/or that (b) human critical thinking could help reach better conclusions and prevent significantly bad outcomes.