What should we be teaching in the age of Artificial Intelligence?
Written by: Laura Burgess
6 min read
When in 21 Lessons for the 21st Century the Oxford-educated historian and best-selling author Yuval Noah Harari asks, ‘How can we prepare ourselves and our children for a world of such unprecedented transformations and radical uncertainties?’, he is effectively highlighting a concern about curriculum (Harari, 2018, p. 259). There are two schools of thought on how to respond to Harari’s question. One champions maintaining a traditional hierarchy of ‘core’ skills and knowledge. Government minister Nick Gibb explicitly draws upon the theories of learning and cultural transmission set out by ED Hirsch to support the claim that knowing facts is important (Gibb, 2015), and Tim Leunig is of a similar opinion. The other line of argument is upheld by academics such as Gunther Kress, who suggests that we need to ‘flip the curriculum’ and reassess what we teach and how we are teaching it. The reason for this, Kress stresses, is that ‘“Reproduction” is no longer a plausible met
Join us or sign in now to view the rest of this page
You're viewing this site as a guest, which only allows you to view a limited amount of content.
To view this page and get access to all our resources, join the Chartered College of Teaching (it's free for trainee teachers and half price for ECTs) or log in if you're already a member.
This article was published in May 2019 and reflects the terminology and understanding of research and evidence in use at the time. Some terms and conclusions may no longer align with current standards. We encourage readers to approach the content with an understanding of this context.
Subscribe
Please login to comment
0 Comments
Oldest
