Getting Children Ready for an AI-Run World: A Critical Review of 'How We Can Teach Children so They Survive AI – and Cope with Whatever Comes Next' by George Monbiot

Getting Children Ready for an AI-Run World: A Critical Review of 'How We Can Teach Children so They Survive AI – and Cope with Whatever Comes Next' by George Monbiot

George Monbiot's piece explores the necessity of preparing children for a society that is fast evolving and controlled by artificial intelligence (AI) and other societal changes. The author emphasizes the difficulties experienced by specialists whose expertise has been rendered obsolete by AI breakthroughs, such as graphic designers. Monbiot argues why educational systems are ill-equipped to educate pupils for such shifts and offers guidelines that can help.



According to the author, rigidity in education is bad. Students will be more susceptible to sudden and significant changes if any component of the educational system forces them to follow set thought and behavior patterns. The Standard Assessment Tests (SATs) used in England are criticized by Monbiot for their narrow focus and the detrimental effects they have on students' motivation and cognitive growth.




The article stresses the value of interdisciplinary thinking and the removal of arbitrary barriers between academic disciplines. In order to build resilience and a good attitude toward learning new information and abilities, education should be enjoyable and pleasurable.




Monbiot thinks that a national curriculum should allow for more diversity and flexibility while recognizing the justifications for one. Teachers frequently have little time to respond to opportunities, events, and the unique interests of their students due to the rigorous demands of the curriculum and testing regimens.




The author argues that complex systems theory instruction should be a key component of the curriculum. Because so many crucial facets of our lives—including the brain, body, society, ecosystems, and economy—are complex systems, it is imperative that we comprehend how they work. The collapse of the global food system and environmental disintegration are two existential concerns that Monbiot associates with complex systems that have crossed key thresholds.




The importance of metacognition and meta-skills in adjusting to significant changes is also emphasized in the text. Thinking about thinking, or metacognition, ought to be clearly taught in order to help pupils comprehend their own mental processes, spot signs of misinformation, and grow in self-awareness. It is important to nurture meta-skills, such as self-improvement, social intelligence, openness, resilience, and creativity, as they serve as broad aptitudes that make it easier to pick up new abilities in the face of unexpected change.




The author suggests a conclusion that while education alone cannot bring about a world without crises and calamities, it can serve as a lighthouse for us to follow. Adults today must take on these difficulties, and education can be a crucial component in preparing future generations.

Link to the original article: AI – and cope with whatever comes next by George Monbiot

Reference: Monbiot, G. (2023, July 8). How we can teach children so they survive AI – and cope with whatever comes next. The Guardian.
https://www.theguardian.com/commentisfree/2023/jul/08/teach-children-survive-ai