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Joseph E. Aoun
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August 2017
More books by Joseph E. Aoun…
“Instead of educating college students for jobs that are about to disappear under the rising tide of technology, twenty-first-century universities should liberate them from outdated career models and give them ownership of their own futures. They should equip them with the literacies and skills they need to thrive in this new economy defined by technology, as well as continue providing them with access to the learning they need to face the challenges of life in a diverse, global environment. Higher education needs a new model and a new orientation away from its dual focus on undergraduate and graduate students. Universities must broaden their reach to become engines for lifelong learning.”
― Robot-Proof: Higher Education in the Age of Artificial Intelligence
― Robot-Proof: Higher Education in the Age of Artificial Intelligence
“The most popular TED (Technology, Entertainment, Design) talk of all time is Sir Ken Robinson’s “Do Schools Kill Creativity?,” recorded in 2006.20 In it, he famously argues that creativity, which he defines as “the process of having original ideas that have value,” is as important to today’s children as literacy. However, by stigmatizing failure and wrong answers in school, we train children to stifle it. “We don’t grow into creativity,” says Robinson. “We grow out of it, or rather, we get educated out of it.”
― Robot-Proof, revised and updated edition: Higher Education in the Age of Artificial Intelligence
― Robot-Proof, revised and updated edition: Higher Education in the Age of Artificial Intelligence
“In the pages that follow, I lay out the structure for a new curriculum—humanics—the goal of which is to nurture creativity, flexibility, and agency within the infinite situational contexts of life. Humanics builds on people’s innate strengths and prepares students to flourish in a world in which AI works alongside human professionals. And much as today’s law students learn both a specific body of knowledge and a legal mindset, tomorrow’s humanics students will need to master specific content as well as practice uniquely human cognitive capacities. In the chapters ahead, I describe both the architecture and the inner workings of humanics, but here I begin by explaining its twofold nature. The first side, its content, takes shape in what I call the new literacies. In the past, literacy in reading, writing, and mathematics formed the baseline for participation in society. Even educated professionals did not need any technical proficiencies beyond knowing how to click and drag through a suite of office programs. That is no longer sufficient. In the future, graduates will need to build on the old literacies by adding three more—technological literacy, data literacy, and human literacy. People can no longer thrive in a digitized world using analog tools. Assisted by AI, they will be living and working in a constant stream of information and instant generativity. Technological literacy gives them a grounding in how their machines tick. Data literacy enables them to analyze and judge the merit of these ever-rising tides of information. Human literacy teaches them creativity, culture, empathy, and connection, allowing them to flourish in the social milieu.”
― Robot-Proof, revised and updated edition: Higher Education in the Age of Artificial Intelligence
― Robot-Proof, revised and updated edition: Higher Education in the Age of Artificial Intelligence
