About
Bruchim Ha'baim - Welcome
Head of School Blog

Education, AI and Human Agency Part II

Steve Freedman
Last week, based on the Pew Research Center’s Report, The Future of Human Agency, I wrote about  the rapid advances of Artificial Intelligence (AI) and the potential to both enhance and erode human agency by as early as 2035 - just 12 years from now when many of our students will still be in grade school! To preserve and enhance human agency in the face of rapid technological change, we need to focus on developing AI systems that support human decision-making, and prioritize human-centered design. It is equally important to invest in education and training to ensure that people have the skills and knowledge needed to work with AI systems and adapt to this rapidly changing world. This is where Schechter Bergen comes in. 

As the Pew study indicates, and what we all know, it is how we respond to, and utilize, the technology that will make the difference to our future, and more importantly our children’s future.

As an educator passionately focused on preparing our children properly for not just high school, but the future they will inherit, I have been closely following the research and trends that will impact our children's future for over twenty years. What I have learned is that most of the reasoned predictions have largely materialized.  I remember reading Thomas Friedman’s book, The World is Flat, before people were generally speaking about a global economy and a global world. Daniel Pink's book, The Whole New Mind, also laid out quite accurately the world we are now living in and the skills our children need. I could go on citing countless other studies and articles I have read that all used trends and data to accurately assess the changing economy, workforce, and society as a whole; all of which have implications on how we educate and our children.

When thinking about what our children will need, we must think about a world where many of the jobs that exist today will no longer exist in their current form. We need to consider a future where people work alongside AI; jobs where the processing will be done by machine, but explaining to, and supporting the client will still be done by people, making interpersonal and critical thinking skills even more important. What new jobs will emerge and what new skills will our children need to be ready? This includes developing skills in areas such as data analysis, decision-making, and critical thinking, as well as investing in lifelong learning to enable people to adapt to changing technological environments. We need to make sure our children are creative and divergent thinkers.

At Schechter Bergen we are continuously looking toward the future and making adjustments and changes that reflect our dynamic world. We recently adopted a new math curriculum, Illustrative Mathematics, in large part, because this program not only teaches operational math skills, it more importantly teaches the students to think critically to discover not only the “how” of math, but the “why” of math - encouraging exploration of multiple approaches to solving a problem. This program builds a deeper understanding of math, focusing on the very skills needed beyond basic function and fostering an understanding of how math operates in all areas of our lives. Our Design Thinking Program, which lives primarily in the Popkin Innovation Lab, encourages students to solve problems in a critical and iterative fashion, helping them to build skills around agility, adaptability, and creativity, with an eye to solving problems. As they learn this process, our students will discover real life applications to make the world around them better. These are just two of many examples of how our curriculum is transforming to ensure that there is a focus on the skills for tomorrow.

While this is all certainly crucial, what differentiates our school from others is that we don’t stop with  these skills; skills that many schools now make as a priority. We are also constantly asking ourselves how we ensure that our children retain their ability to make well-informed, values-driven, good decisions in a world of AI.
 
To answer this, it seems, to me, self-evident that a Schechter Bergen education can best promote and support a values driven education. Our Jewish values, as taught at Schechter Bergen, provide a foundation for individuals and communities to reflect on the ethical and moral implications of the rapid advancements of AI on human agency. These values, in the near future, can help our students to make informed decisions about the use and development of AI systems, and to prioritize the protection and enhancement of human agency. It will certainly help them to make ethical and just decisions in a world that is often morally ambiguous.

For example, at Schechter Bergen we emphasize the importance of human dignity, and compassion along with the value of independent thinking. Our expectation is that when our children become adults, those involved in the development and use of AI systems, can use their Jewish learning and values to guide them,  ensuring that they are designed in ways that prioritize the protection of human dignity and promote compassion and empathy towards others. Jewish values and tradition can also provide a framework for thinking about the implications of AI on human autonomy, and how we can ensure that people remain in control of their lives and decision-making.

And our Jewish tradition and values can provide a sense of purpose and meaning to individuals in the face of these changes. In a world where AI systems are becoming increasingly sophisticated and capable, potentially leaving us with more unstructured time, our values can help us to reflect on the purpose and meaning of life, leading us towards working even more fervently for the greater good through acts of Hesed and Tikkun Olam. It is up to us, at Schechter Bergen and at home, to lay this foundation for our children and imbue them with a deep appreciation of their traditions and values so in a world of AI they create, implement and live accordingly to build up humanity and not diminish it by relinquishing human agency to machines.



Back

Comments

Date Posted Arrow down
  • Tamara Frankel
    Excellent article. It leads me to believe how important the humanities and philosophy are as majors. The goal of such an education isn't direct career training but cultivation of the mind - this is what our children need to focus on.
275 McKinley Ave. | New Milford, NJ 07646 | Phone: 201-262-9898 | Fax: 201-262-3026 | info@ssdsbergen.org