- A good thread exploring how we often lose sight of *why* writing is important in education, and mistake the output for the process. We have introduced a tool of cognitive automation at scale and college students are happily using it to offload their thinking to AI. We can't pretend otherwise.
- When I talk about AI and education, I always argue that we need to make a distinction between how AI *could* be used and how it's likely to be used and this article is a great illustration of why these are two different topics. nymag.com/intelligence...
- They'll have to find new ways to evaluate the thinking process other than examining outputs of expression.
- Yeah that's not easy to do since the outputs of expression are how we make the thinking process visible. Some might even say it's impossible to do.
- I'll grant it's not easy. The challenge also might start at the most abstract place, and then distill from that how we can apply those techniques to specific fields. How do we establish, even for ourselves, someone knows how to think?May 7, 2025 18:12
- In business, we do this by evaluating how they respond to a problem within specific time constraints, but very vague contexts beyond that. To the extent they can establish and justify all of the choices determines whether they can think on their own to solve problems or need to be spoon fed.
- It usually moves from the written form of expression to verbal. Arguably that's where the failure rate increases dramatically, because to propose something in written language and another to defend the same material verbally subsequent to that is a huge separator on who knows a subject or not.
