The educational institution for 3,000 years has been based on writing and counting. Literacy is the basic requirement for the later stages of education, however based on the study of written sources, books, which consolidate shared knowledge. The benefits of literacy are obvious: it is an undisputed index of socioeconomic advancement globally.
The historical, literate and scientific man is the anthropological model on which pedagogy is based.
However, the advent of Artificial Intelligence questions the educational community with unprecedented and disturbing issues. Generative AI automates processes heretofore reserved for human intelligence, such as drafting text, synthesizing sources, translating foreign languages, and more. All with astonishing speed and capacity for analysis and synthesis.
A radical question arises: is it still useful to acquire skills that are being replaced by artificial procedures? The very motivation for learning, along with the role of teachers, are in danger of being challenged, collapsing the assumptions of the school system.
All this is taking place as the younger generation is being subjected to the onslaught of social media, authentic weapons of mass distraction, and exposed to direct-individual relationship with artificial intelligence models.
By now there is an emerging need to refer to a new anthropological model, consistent with the context of the advent of AI, which lays the foundation for a new pedagogy and teaching.
The educational community cannot be put under the dependencies of Artificial Intelligence, but must take control of it, through the design of new Extended Intelligence skills. This also entails a twofold way of introducing AI into education: as a study of Artificial Intelligence and its applications, and as the use of AI as a support for learning. The future itself must become a subject of study in schools: the acceleration imposed by the development of AI must push the school system to critically question the evolution of culture, technology, and society.
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