How does Michael Brener suggest adapting advanced classes for AI?

Michael Brener changed his advanced applied mathematics class by assigning students to invent problems that current chatbots could not solve, requiring them to push the state of the art. He also replaced final exams with oral exams where students had to solve and explain their invented problems.

Are AI tools suitable for young children?

For the youngest children, it's important to figure out how AI can be part of their exploration and play without anthropomorphizing it. Specialized tools for phonics or math, and tools designed for safe exploration are available, but general AI assistants require developed cognitive skills like self-regulation.

What is 'metacognition' and why is it important in the age of AI?

Metacognition is understanding and thinking about one's own mind and thinking processes. It's crucial for education as it helps individuals recognize what their human minds do better than AI, allowing them to delegate tasks appropriately and focus on uniquely human capabilities.

Can AI replace human interaction in learning?

While AI can provide information and feedback effectively, it struggles to replace the relationship-building aspect of learning. Human tutors often manage motivation and social-emotional context better, leading to higher enjoyment and engagement, and students perceive feedback as more useful when it comes from a caring instructor.

What is the surveyed opinion of high school students on AI use?

A survey of 7,000 high school students revealed that nearly half felt they were relying on AI too much for their learning, and over 40% admitted they tried to limit their usage but found it too difficult to succeed. This highlights a tension between recognizing excessive use and the inability to self-regulate.

How should educators and parents approach AI in children's lives?

Educators should experiment to measure if tools enhance learning, while parents should remember AI is just one part of a child's ecosystem. Other factors like family, friends, hobbies, and nature are equally important for development, and AI's impact is more significant when viewed within this larger context.

Harvard Thinking: Preserving learning in the age of AI shortcuts

Harvard University

Education3 min read29 min video

Feb 19, 2026|98,833 views|3,513|74

Samantha Laine Perfas Tina Grotzer Michael Brenner Ying Xu artificial intelligence AI generative AI AI tools AI and education education technology applied mathematics

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Key Moments

TL;DR

Educators debate AI in learning, balancing its potential with protecting students' critical thinking skills.

Key Insights

Generative AI poses risks to cognitive development by doing students' thinking for them.

Educators face a dilemma: leverage AI's potential while safeguarding students' ability to think independently.

Learning involves both acquiring information and developing foundational capacities like critical thinking.

AI's role in education needs to consider age appropriateness and the development of self-regulation skills.

Rethinking the purpose of education is crucial, focusing on metacognition and problem-solving beyond AI capabilities.

Human interaction, teacher-student relationships, and social-emotional learning remain vital and difficult for AI to replicate.

THE AI DILEMMA IN LEARNING ENVIRONMENTS

Generative AI tools are increasingly prevalent, sparking debate on their integration into education. Concerns exist that these tools may undermine cognitive development by performing tasks that require critical thinking and skill acquisition. This presents educators with a significant challenge: how to harness AI's benefits without compromising students' fundamental capacity to think for themselves. The core issue lies in the potential for AI to shortcut the learning process, impacting everything from basic skill development to higher-order thinking.

UNDERSTANDING THE ACT OF LEARNING AND CRITICAL THINKING

The discussion highlights two dimensions of learning: the acquisition of knowledge (facts, information) and the development of the ability to learn. Foundational capacities, including critical and creative thinking, are essential for future learning. These abilities are often developed naturally, and students may not consciously recognize their importance. Critical thinking, in particular, is a crucial skill that AI's growing capabilities threaten to bypass, necessitating a deeper understanding of what constitutes true learning.

AI'S IMPACT ACROSS EDUCATIONAL STAGES

The appropriate integration of AI tools varies by age. For younger children, the focus should be on fostering exploration and curiosity, incorporating AI as a tool for play without encouraging anthropomorphism. For older students, especially at the high school and university levels, the challenge is greater. Many students recognize their over-reliance on AI and struggle to limit its use, indicating a need for stronger self-regulation skills. This necessitates a pedagogical shift to ensure AI aids rather than replaces genuine learning processes.

REIMAGINING EDUCATIONAL GOALS AND METHODOLOGIES

The advent of AI compels a re-evaluation of educational purposes. Instead of simply imparting knowledge, education should focus on developing higher-order skills, such as creating novel problems that AI cannot solve, and rigorous verification processes. This approach encourages students to push their intellectual boundaries and engage in deeper learning. Metacognition—understanding and thinking about one's own thinking—emerges as a key skill, enabling students to discern when to delegate tasks to AI and when to rely on their own cognitive abilities.

THE INDISPENSABLE ROLE OF HUMAN CONNECTION IN LEARNING

While AI can provide information and feedback, it cannot replicate the crucial human element in education. The social and emotional aspects of learning, including motivation, relationship-building between teachers and students, and personalized guidance, are vital. Studies show that students report higher enjoyment and engagement with human tutors, even when learning outcomes are similar. The perception of care and investment from an instructor significantly enhances the perceived usefulness of feedback, underscoring the irreplaceable value of human interaction.

FOSTERING AGENCY AND BALANCING AI WITH HOLISTIC DEVELOPMENT

The goal is to empower students with a sense of agency in their learning, using AI as a tool to achieve their aspirations. Educational institutions may implement 'guardrails' to protect students' future learning abilities, ensuring AI serves their ultimate goals. However, it's critical to acknowledge that AI is just one part of a child's life. Family, friends, hobbies, and nature also play significant roles in development. Therefore, AI's integration must be balanced within the broader ecosystem of a child's experiences, ensuring holistic growth and well-being alongside technological engagement.

Mentioned in This Episode

●Software & Apps

●Companies

●Organizations

●Concepts

●People Referenced

Common Questions

Generative AI tools are a concern because they can threaten cognitive development by doing the thinking for students, potentially undercutting the development of basic skills and critical thinking, while making homework that once took hours completable in minutes.

Topics

Future Of Education EdTech Educational Reform Student Motivation

Mentioned in this video

softwareJBT5

AI tool used by Steve, an individual with ALS, to fix his own code for a communication software called Dasher.

personMichael Brener

Catalyst Professor of Applied Mathematics at Harvard's School of Engineering, researcher at Google studying large language models.

personTina Grozer

Faculty member at the Graduate School of Education, cognitive scientist studying how people learn.

softwareDasher

A piece of software Steve, who has ALS, uses for primary communication, originally written in an older programming language.

otherHarvard Thinking

The podcast where the life of the mind meets everyday life, hosting discussions on AI in education.

otherChronicle

A publication where a student shared their experience with AI-generated essays and professor feedback.

personDean Shu

Assistant Professor of Education at Harvard Grad School of Education, researching AI design for child development.

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