1st Edition

AI and Developing Human Intelligence Future Learning and Educational Innovation

By John Senior, Éva Gyarmathy Copyright 2022
    264 Pages 11 B/W Illustrations
    by Routledge

    264 Pages 11 B/W Illustrations
    by Routledge

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    As the relationship between AI machines and humans develops, we ask what it will mean to be an intelligent learner in an emerging, socio-dynamic learningscape. The need for a new global view of intelligence and education is the core discussion of this future-focussed collection of ideas, questions, and activities for learners to explore.

    This fascinating guide offers activities to understand what needs to be changed in our educations systems and our view of intelligence. As well as exploring AI, HI, the future of learning and caring for all learners, this book addresses fundamental questions such as:

    • How do we educate ourselves for an increasingly uncertain future?
    • What is the purpose of intelligence?
    • How can a curriculum focussing on human curiosity and creativity be created?
    • Who are we and what are we becoming?
    • What will we invent now that AI exists?

    AI and Developing Human Intelligence will interest you, inform you, and empower your understanding of "intelligence" and where we are going on the next part of our journey in understanding what it is to be human now and tomorrow.

    Preface  Introduction  Artificial Intelligence: The Mirror we can climb through.  Chapter 1. Defining the New Learning Landscape   Chapter 2. A Brief History of Intelligence – artificial and otherwise  Chapter 3. Fluid Intelligence, Other Satellites and Consciousness  Chapter 4. The Changing Nature of Employment and Future Learning  Chapter 5. Included, Excluded, Extraordinary and Efficacious Learners: The Transitional Curriculum  Chapter 6. Accepting Change: A Brief History of the Future  Chapter 7. The Mental Health of Machines  Chapter 8. What Needs to be Done: The Creative Being and Being Creative  Afterword  Glossary


    John Senior is a visiting researcher at the Institute for Cognitive Neuroscience and Psychology of the Hungarian Academy researching the relationship between HI and potential psychodynamic mental health issues of AI machines.

    Éva Gyarmathy is a senior researcher at the Institute of Cognitive Neuroscience and Psychology of the Hungarian Academy researching the challenge of the 21st century and talents associated with specific learning difficulties, ADHD, and/or autism.

    "To be - or not to be - educated and informed about AI - Artificial Intelligence - this is the question that John Senior and Éva Gyarmathy address in their new book. They provide a short overview of the construct of intelligence- a highly debated term, a much-maligned term and of course a newly relevant term AI. For those who are unfamiliar with AI - this is a good introduction, for those who are already familiar with AI, this is a good refresher and for those who already use AI, this will provide some helpful, useful tips for you, particularly in future use. A good read for a weekend or a supplementary text. We need to be intelligently prepared for what is to come over the next few years!"

    Michael F. Shaughnessy, Professor of Education, Eastern New Mexico University Portales, New Mexico

    "The aim of this text is to analyse the challenging relationship between current educational practices and the rapid development of 'machines' that can function 'intelligently'. The writers present a summary time-line of retrospective educational development indicating the slow rate of reform of educational pedagogy in the light of current research that has been presented in the text. The gap is especially emphasized when one analyses typical classroom pedagogy and the rapid development of all forms of information technology.

    The writers argue that recent developments in information technology provide teachers with the means of developing personalised, independent learning: however, this opportunity needs teachers who are trained in the pedagogy of personalised learning together with use of current technical support. Also, teachers need to be aware of the varied forms of intelligence and the acceptance that current technical change is rapid, and hence classroom practice needs to accommodate these changes.

    I recommend that teacher-trainers should be first to respond to this challenge!"

    Belle Wallace, MEd, MPhil, FRSA

    "I highly recommend it.

    The book is intriguing, multi-layer, a combination of various ideas, scientific disciplines, opinions, beliefs, even traditions. It is refreshing to read a book about intelligence that offers a new point of view, a book that does not cite endless former works that are citing those of their own teachers, mentors, university colleagues.

    In this book there is an extensive use of comparatively new words, which are, in fact, presenting concepts and ideas which might seem new to many educators and counselors, but they are an integral part of life for many, maybe even the majority of gifted children in developed countries. In this work, unlike as is in so many other works about gifted children, it is obvious, right from the beginning, that the authors "know what they are talking about", namely, they are familiar with issues that many gifted children, even very young, are interested in. A good such example is "humachine"; it presents the whole "family" – from robots to androids and finally to cyborgs. Everybody who is either an educator or counselor of gifted children should be able to connect to their world/s; some of the prejudices that are quite common among professionals in gifted education and gifted psychology, regarding their peculiar interests are rooted in ignorance about the "new world" that can be titled: "from human being to cyborg", a world that many gifted children and youths had been born into. Only by enlarging the knowledge of educators and counselors of the gifted, can they also – as the children they are to help – constantly grow both academically and emotionally. Reading this book might be a challenge for some of its readers, but in order to "be there" for children who love challenges the "responsible adults" around them should be highly motivated by extra challenges."

    Dr. Hanna David, Psychologist & Counsellor for Gifted Students, Emerita Tel Aviv University, Israel

    "This book is a fascinating, thought-provoking, and resonance-creating scaffold for navigating through the complexity and ambiguity of today and the future. By drawing on the wisdom of numerous scientists from a multitude of disciplines, the book helps its active readers to better understand and deal with today’s fast changing world. The relationship and necessary collaboration between human- and artificial intelligence are inspected from several angles, giving rise to the characterization of learners, learning, and a flexible, holistic curriculum for today and tomorrow. As an educator, I appreciate the illuminating effects the book had on several puzzles that occupy my current thinking and feeling.

    Just looking at the authors’ biographies, readers will immediately sense that the book’s theme has found excellent scientists and writers to elaborate it in an accessible way. The book definitely keeps what the biographies promise – what about checking if you agree?"

    Renate Motschnig, Vice-dean of Educational Affairs, University of Vienna, Austria

    "A must to read for any teachers, educators and administrators. Most definitely thought-provoking but also a validation of how to create alternative possible educational futures. I will prescribe the book for the taught Masters (Curriculum Design) course."

    Dr. Gillian Eriksson, Senior Lecturer, Department of Learning Sciences and Educational Research, University of Central Florida, US