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Writing Under Influence (3-19-2017): Artificial intelligence, Pedagogy

Technological singularity has already happened. People think everything happens to adults but think about how children grow. Being digital native: feeling the given technological environment as natural. But that means that humans adapt to given technological environment much faster than technology adapts to a given human environment. For instance, if children got naturalized to the strange (mis)translations that algorithms often produce, the world will start to adapt to the standard of the current algorithm. In other words, instead of trying to make the machine adapt to the human standard, it is faster to make the new humans adapt to the machine standard–one thing humans do brilliantly as a species is to adapt to new environments. Machines do not need to get so close to humans; once they are close enough humans will rush to them.

This is a matter of gravity and influence, then.

To relegate one’s own intelligence to machines/exterior apparatus has always already been happening in pedagogy. That’s the only way children grow: by relegating their intellect to an exterior apparatus–artificial intelligence. Technological singularly, as far as pedagogy is concerned, is the norm of the world. Intelligence is artificial and exterior to begin with.