Presentation Information
[1Sagano_Hall02-02-01]Technology for Education, Not Education by Technology
*Osamu Sakura1 (1. Jissen Women’s University, RIKEN-Advanced Intelligence Research Project)
Keywords:
Technology
Biography
Dr Osamu Sakura is a Professor, Faculty of Humanities and Social Sciences
Jissen Women's University, a Project Professor, Interfaculty Initiative in Information Studies, The University of Tokyo and the Principal Investigator at the RIKEN Center for Advanced Intelligence Project (AIP) in Japan. His primary research interests lie in science and technology studies, focusing on the social dynamics of artificial intelligence (AI) and robotics, as well as the cultural influences on the history of science and technology in Japan and other East Asian countries.
Required prior knowledge or experience for participants
No
Pre-workshop assignments or tasks for participants
No
Dr Osamu Sakura is a Professor, Faculty of Humanities and Social Sciences
Jissen Women's University, a Project Professor, Interfaculty Initiative in Information Studies, The University of Tokyo and the Principal Investigator at the RIKEN Center for Advanced Intelligence Project (AIP) in Japan. His primary research interests lie in science and technology studies, focusing on the social dynamics of artificial intelligence (AI) and robotics, as well as the cultural influences on the history of science and technology in Japan and other East Asian countries.
Required prior knowledge or experience for participants
No
Pre-workshop assignments or tasks for participants
No
Abstract
There is extensive discussion about the pros and cons of how artificial intelligence (AI), particularly generative AI, will impact education. However, regardless of whether it is AI or any other emerging technology, the key issue remains how to utilize these new tools to fulfill the fundamental purpose of education, as long as that purpose itself remains unchanged. I believe that the goal of public education is to cultivate individuals who can contribute to building a free, equal, and stable society—a goal that will remain unchanged in the future. If generative AI is used for information retrieval and as a tool to support critical thinking, it has the potential to enhance the efficiency of education.
Society is shaped by new technologies, but technology also evolves in response to societal influences. One example is the addition of camera functions to mobile phones, which was driven by how people naturally integrated them into their daily lives. This process is known as social shaping of technology, or SST. Typically, SST is an unintentional process. However, in the field of education, it is possible to deliberately shape technology to better serve educational goals and enhance learning efficiency.
Another important consideration is whether the emergence of AI and other technologies necessitates a change in the fundamental purpose of education. While I would defer to the opinions of experts on this matter, as a working member of society, I believe there is no need for such a change—in fact, it should not be changed. My ideal is a society in which the human rights of every individual are protected, and in which freedom, equality, and stability are upheld. I hope these values are universal and will remain unchanged in the future. However, whether the current state of education aligns with these ideals is another matter.
A society in which people coexist and live in harmony with the internet and AI will inevitably emerge. It could even be argued that such a society has already begun to take shape. Given that we will be living alongside AI, the question of how these technologies should be utilized and for what purpose will become an increasingly significant consideration in education.
There is extensive discussion about the pros and cons of how artificial intelligence (AI), particularly generative AI, will impact education. However, regardless of whether it is AI or any other emerging technology, the key issue remains how to utilize these new tools to fulfill the fundamental purpose of education, as long as that purpose itself remains unchanged. I believe that the goal of public education is to cultivate individuals who can contribute to building a free, equal, and stable society—a goal that will remain unchanged in the future. If generative AI is used for information retrieval and as a tool to support critical thinking, it has the potential to enhance the efficiency of education.
Society is shaped by new technologies, but technology also evolves in response to societal influences. One example is the addition of camera functions to mobile phones, which was driven by how people naturally integrated them into their daily lives. This process is known as social shaping of technology, or SST. Typically, SST is an unintentional process. However, in the field of education, it is possible to deliberately shape technology to better serve educational goals and enhance learning efficiency.
Another important consideration is whether the emergence of AI and other technologies necessitates a change in the fundamental purpose of education. While I would defer to the opinions of experts on this matter, as a working member of society, I believe there is no need for such a change—in fact, it should not be changed. My ideal is a society in which the human rights of every individual are protected, and in which freedom, equality, and stability are upheld. I hope these values are universal and will remain unchanged in the future. However, whether the current state of education aligns with these ideals is another matter.
A society in which people coexist and live in harmony with the internet and AI will inevitably emerge. It could even be argued that such a society has already begun to take shape. Given that we will be living alongside AI, the question of how these technologies should be utilized and for what purpose will become an increasingly significant consideration in education.