Artificial Intelligence in the Surreal Era and Its Reflections on Education
Mart 2, 2025
Geçen yıl 7 mart 2024 tarihinde “GAZI ÜNIVERSITESI EGITIM BILIMLERI ENSTITÜSÜ”nün davetlisi olarak yapmış olduğum “Gerçeküstü Dönemde Yapay Zeka ve Eğitime Yansımaları” online videoya aşağıdaki bağlantıdan erişilebiliyor. Aynı konuşmayı Yapay Zeka araçlarıyla tekrar gözden geçirince bu doküman oluştu, faydası olabilir diye paylaşıyorum. 🙂
Abstract
The transcript captures a presentation and subsequent discussion focusing on the intersection of artificial intelligence (AI) and education. It begins with introductory remarks and welcomes participants before transitioning to a discussion about the evolving landscape of knowledge and skills in the age of AI.
Introduction
The presenter, M. Yasar Ozden, discusses the shift from simply knowing to being able to apply knowledge, emphasizing the impact of AI on learning and teaching methodologies. Ozden then describes the evolution from Web 1.0 to Web 3.0, and highlights the potential benefits and ethical concerns surrounding AI in education, and suggests that new educational philosophies, like “perceptualize” may be necessary. The conversation then shifts to the societal impact of AI, including manipulation, and the necessity of developing critical thinking and media literacy skills. Finally, it touches upon the future of education and the need to adapt to the changing landscape brought about by AI.
How do artificial intelligence and post-truth impact education and learning paradigms overall?
Artificial intelligence (AI) and the “post-truth” era have significant implications for education and learning paradigms.
Impact of AI on Education:
Efficiency and Accessibility: AI can reduce costs, change teaching methods, and help create information. It also makes accessing information easier, although this might be a disadvantage.
Teachers’ roles: With AI, teachers can access various resources and become more productive.
Personalized Learning: AI facilitates personalized learning and custom education management.
New Skills: There is a need to shift from merely knowing to doing, which is crucial with the rise of AI tools like Gemini and ChatGPT.
The end of traditional education: Because of AI, the traditional industrial revolution-era school system is ending. The concept of universities is evolving towards online and technology-driven environments.
AI and Assessment: AI can detect plagiarism, as demonstrated by a law student being penalized for using AI on an exam.
Post-Truth Era and Education:
Definition: The “post-truth” era is characterized by a disconnect between objective reality and personal beliefs, where feelings and ideologies বেশি influence public opinion.
Challenges: This era brings challenges like increased misinformation, manipulation, and difficulty in controlling the rapid spread of information.
The need for critical thinking: Education should equip students with critical thinking skills to evaluate information and resist manipulation.
Media Literacy: It is important to teach students about media literacy, how to question information, and how to identify manipulation so they can recognize post-truth tactics and use critical thinking skills to get to the correct information.
Shifting Learning Paradigms:
From Behaviorism to Perceptionism: The traditional learning models are cognitivism, constructivism, and behaviorism, but a new paradigm of “Perceptionism” is emerging. Perceptionism emphasizes the impact of social media and created perceptions on our understanding.
The Role of Social Environment: Learning is shaped by the social environment in the age of perceptionism, which is a move away from constructivism’s focus on social interaction.
The importance of tacit knowledge: Tacit knowledge, which is information that people put together based on what they have seen around them, is very important. The current education system focuses on students passively receiving information.
Rethinking Education: The educational system needs a radical change to prioritize practical application and problem-solving skills over theoretical knowledge.
In summary, AI and the post-truth era necessitate a shift in education towards critical thinking, media literacy, and practical skills. The emerging paradigm of Perceptionism highlights the role of social environments and constructed perceptions in shaping learning.
What factors shape our perceptions, according to perceptionism?
According to perceptionism, several factors shape our perceptions. These include:
Individual Experience Perceptionism considers individual experience important.
Structural Function Structural function influences perception.
Meaning-Making Perceptionism emphasizes meaning-making.
Subjectivity Subjectivity is a key aspect of perceptionism.
Contextual Dependence Perception is dependent on the situation.
Social environment Our learning is shaped by the social environment.
The influence of social media Social media and the perceptions it creates have an impact on what is known.
What dangers exist in the post-truth era?
In the post-truth era, several dangers exist, primarily revolving around the manipulation and distortion of information. These dangers include:
Increased Misinformation and Manipulation The post-truth era is characterized by increased misinformation, manipulation, and the rapid spread of information that is difficult to control. This can lead to skewed perceptions and a detachment from objective reality.
Erosion of Trust in Objective Reality: In a post-truth environment, objective facts and reality become less influential than personal beliefs, feelings, and ideological views. This can result in people forming opinions and making decisions based on manipulated information rather than verified facts.
Challenges to Education: The post-truth era poses a significant challenge to education because it emphasizes emotional and ideological manipulation over accurate information. Education is meant to help students think critically, get to information that is open and correct, and make choices based on facts, but the post-truth era goes against these goals.
Exploitation via Social Media: Social media plays a significant role in creating beliefs and influencing learning in the post-truth era. The rapid spread of information through social media platforms can lead to the widespread acceptance of misinformation and the manipulation of public opinion. Cambridge Analytica, for example, used Facebook data to influence people’s opinions.
Algorithmic Manipulation: Algorithms can analyze people’s preferences and behaviors to influence their perceptions. The amount of data needed to understand and influence a person’s preferences is surprisingly small; as few as 300 “likes” can enable a computer to know a person better than their spouse.
The blending of AI and disinformation: AI tools can generate false information, increasing the amount of “noise” people must sift through to find reliable sources. AI can also be used to create deepfakes and other forms of manipulated media that blur the line between reality and fiction.
What defines perceptionism’s educational approach?
Perceptionism’s educational approach is defined by its focus on how individuals perceive, process, and interpret sensory information from their environment. It emphasizes that learning is a change in perception and acknowledges the significant influence of the social environment on shaping our understanding.
Key aspects defining perceptionism’s educational approach include:
Emphasis on Algorithmic Thinking: Perceptionism values algorithmic thinking as highly important and related to scientific thought.
Influence of the Social Environment: Perceptionism recognizes that the social environment shapes our learning. Unlike constructivism, which focuses on social interaction, perceptionism highlights how the social environment directly forms our learning processes.
Critique of Traditional Learning Theories: Perceptionism emerges as a new educational stream, potentially replacing constructivism. It recognizes the significant impact of social media and the perceptions it creates on what is known.
Awareness of the Post-Truth Era: Perceptionism acknowledges the challenges posed by the post-truth era, where objective reality is less influential than personal beliefs and ideologies. In this environment, the proliferation of misinformation and manipulation can significantly impact individuals’ perceptions and learning outcomes.
Focus on adapting to change: With AI creating rapid change, people need to quickly adapt..
In essence, perceptionism in education underscores the need to understand how learners perceive and interpret information, especially considering the powerful influence of social environments and the challenges of the post-truth era.
What changes followed Google’s arrival, according to Ozden?
According to Ozden, the arrival of Google brought about significant changes, notably shifting the focus from merely knowing information to being able to apply it. This shift is crucial because, with tools like Gemini and ChatGPT, students can easily access information. The emphasis, therefore, needs to be on the ability to do things with that information.
Here’s a breakdown of the changes that followed Google’s arrival, according to Ozden:
Knowing is not enough: The saying “Bilmek yetmez yapabilmek gerekir” which translates to “Knowing is not enough, you must be able to do” became very important. People started giving each other a hard time because the era of just knowing things was over.
Google was hired, then fired: Google was initially valued, but with the advent of AI, it has been “fired,” implying its role has diminished.
A shift to Artificial Intelligence: The rise of AI has changed the landscape.
How did web3.0 impact education?
According to the source, Web3.0 has several potential impacts on education. These include:
Reduced costs: Web3.0 can reduce the expense of independently carrying out tasks.
Changes in teaching: Web3.0 can lead to changes in teaching methodologies.
Improved access to resources: Teachers can access various resources, potentially increasing their productivity.
Time savings for students: Students may spend less time gathering and integrating information. However, the source questions whether this is actually an advantage.
The end of search engines: The rise of tools like ChatGPT and Gemini means that the search engine era is ending.
Personalized Learning: Web3.0 facilitates customized learning and education management.
AI-driven services: Web 3.0 uses AI-driven services.
Decentralized data architecture: Web 3.0 uses a decentralized data architecture.
However, the source also notes potential issues:
Over-reliance on pre-synthesized information: Giving students pre-synthesized information might be a problem.
Information labeling: There are some problems with labeling information.
Ethical concerns: There are ethical concerns related to information security, privacy, and censorship.
What dangers arise from “post-truth” and AI?
Drawing from the sources, “post-truth” and artificial intelligence (AI) present several dangers, especially concerning manipulation, reliability, and ethical considerations.
Key dangers arising from the combination of “post-truth” and AI:
Increased Misinformation and Manipulation:
The “post-truth” era is defined by more misinformation and manipulation.
The fast spread of information becomes harder to control.
Erosion of Trust in Objective Reality:
Objective facts become less important than personal feelings and beliefs.
People might form opinions based on manipulated information instead of facts.
Challenges to Education:
The “post-truth” era goes against the goal of education, which is to help students think critically and use correct information.
It emphasizes emotional and ideological manipulation instead of accurate information.
Exploitation via Social Media:
Social media shapes beliefs and impacts learning in the “post-truth” era.
Misinformation spreads quickly through social media, which can manipulate public opinion.
Cambridge Analytica used Facebook data to influence people’s opinions.
Algorithmic Manipulation:
Algorithms analyze preferences and behaviors to influence perceptions.
A computer can know a person better than their spouse with as few as 300 “likes”.
The blending of AI and disinformation:
AI tools can create false information, increasing the amount of “noise” people must sift through to find reliable sources.
AI can also be used to create deepfakes and other forms of manipulated media that blur the line between reality and fiction.
Ethical Concerns:
Sharing information can create ethical issues.
These include problems related to censorship, information security, and privacy.
Unreliable Information:
AI tools can generate incorrect references.
It is important to verify information obtained from AI tools using multiple sources.
What key changes characterize the 5th industrial revolution?
The fifth industrial revolution brings about key changes including the rise of carbon-based computers, the emergence of recombinant humans, and the potential development of new human species like homo artificial or homo hybrid.
Here are additional changes that characterize the 5th industrial revolution:
Shift to Carbon-Based Computing: The move from silicon-based to carbon-based computers marks a significant advancement. The speaker suggests that the surprise of the 5th industrial revolution will be the arrival of carbon-based computers.
Emergence of New Human Types: With advancements in technology, there is a possibility of new human species evolving, such as “homo artificial” or “homo hybrid”.
Integration of AI and Telepathy: Neuralink, Elon Musk’s company, is developing chips that can be implanted in the brain for purposes such as memory transfer and potentially consciousness transfer. This technology aims to address spinal disorders and explore the possibility of memory transfer.
AI-Driven Services: Web3.0, is characterized by AI-driven services.
Focus on Biotechnology: There is a growing emphasis on biology, which may lead to breakthroughs such as carbon-based computers and new human species.
Redefinition of Learning: There is a shift from traditional learning methods to approaches that emphasize adaptation, algorithmic thinking, and practical application of knowledge.
New role for humans: The speaker suggests the need to reconsider traditional education systems and adapt to a future where technology plays a more central role. The speaker references the idea of a “hobot,” a human-robot hybrid, and questions whether this represents the end of human evolution.
What defines algıcılık (perceptionism) in education?
Algıcılık (perceptionism) in education is defined by its focus on how individuals perceive, process, and interpret sensory information from their environment, emphasizing that learning is a change in perception and acknowledging the significant influence of the social environment on shaping our understanding.
Key aspects that define perceptionism’s approach in education:
Emphasis on Algorithmic Thinking: Algorithmic thinking is valued as highly important and related to scientific thought. Algorithmic thinking and scientific thought are closely related.
Influence of the Social Environment: The social environment shapes our learning. Unlike constructivism, which focuses on social interaction, perceptionism highlights how the social environment directly forms our learning processes.
Focus on adapting to change: With AI creating rapid change, people need to quickly adapt.
Awareness of the Post-Truth Era: Perceptionism acknowledges the challenges posed by the post-truth era, where objective reality is less influential than personal beliefs and ideologies. In this environment, the proliferation of misinformation and manipulation can significantly impact individuals’ perceptions and learning outcomes.
Critique of Traditional Learning Theories: Perceptionism emerges as a new educational stream, potentially replacing constructivism. It recognizes the significant impact of social media and the perceptions it creates on what is known.
The importance of application: In light of readily available information, perceptionism places importance on applying information.
Recognizing the influence of social media: Social media and the perceptions it creates have an impact on what is known. Social media plays a role in forming perceptions and facilitating learning.
Addresses manipulation: Perceptionism seeks to address the manipulation and deviation from truth in the “post-truth” era.
In essence, perceptionism in education underscores the need to understand how learners perceive and interpret information, especially considering the powerful influence of social environments and the challenges of the post-truth era.
What advantages might web3.0 offer education?
Web3.0 may offer education several advantages, including reduced costs, changes in teaching methodologies, and improved access to resources. It also facilitates customized learning and education management.
Here’s a breakdown of the potential advantages of Web3.0 for education:
Reduced Costs: Web3.0 can potentially reduce the costs associated with independently performing tasks.
Changes in Teaching: Web3.0 has the potential to change teaching methods.
Improved Access to Resources: Teachers can access a wide range of resources, which may lead to increased productivity.
Time Savings for Students: Students may spend less time gathering and integrating information.
Personalized Learning: Web3.0 facilitates customized learning and education management.
AI-Driven Services: Web 3.0 uses AI-driven services.
Decentralized data architecture: Web 3.0 uses a decentralized data architecture.
However, the source also raises concerns regarding the possible disadvantages of Web3.0 in education:
Over-reliance on pre-synthesized information: Giving students pre-synthesized information might be a problem.
Information labeling: There are some problems with labeling information.
Ethical concerns: There are ethical concerns related to information security, privacy, and censorship.
What educational theories are discussed by Özden?
Özden discusses several educational theories, including behaviorism, cognitivism, constructivism, and perceptionism.
Here’s a summary of these theories, according to Özden:
Behaviorism: Learning is defined by observable changes in behavior, achieved through stimulus-response associations, conditioning, reinforcement, and punishment. In this approach, the design of the learning environment is crucial, and the individual has limited influence.
Cognitivism: Focuses on changes in information processing within the individual, similar to how computers process information. While it acknowledges individual involvement, it does not emphasize social impact.
Constructivism: Learning involves creating meaning, with importance given to social interaction and past experiences. Meaning is constructed within a social environment, with consideration for individual experiences.
Perceptionism: This theory emphasizes the role of perception in learning, defining it as a change in perception shaped by the social environment. Unlike constructivism, which emphasizes social interaction, perceptionism posits that the social environment directly shapes our learning. Özden introduces perceptionism as a new educational approach, potentially succeeding constructivism, particularly in light of social media’s impact on perceptions. In this approach, learning is defined by changes in perception.
Özden suggests that as you move from behaviorism towards perceptionism, there’s a shift in the role of the social environment, with perceptionism emphasizing that the social environment shapes our learning. He also notes the importance of algorithmic thinking as related to scientific thought.
What ethical AI problems are mentioned by Özden?
Özden addresses several ethical problems related to AI. These ethical concerns include:
Information security: With increased sharing of information, maintaining security becomes a challenge.
Privacy: The sharing of information raises concerns about the protection of personal data.
Censorship: The potential for censorship is an ethical consideration in the age of AI.
Özden also touches on broader ethical considerations related to the impact of AI on society and education:
The need to redefine truth: The “post-truth” era, amplified by AI, requires a reevaluation of how truth is defined and understood.
The importance of critical thinking: Education needs to focus on fostering critical thinking skills to combat manipulation and misinformation in the age of AI.
The influence of algorithms: Algorithms can analyze preferences and behaviors to influence perceptions, raising concerns about manipulation. A computer can know a person better than their spouse with as few as 300 “likes”.
The potential for job displacement: As AI becomes more capable, there are concerns about its impact on the job market and the need to adapt education and training to prepare individuals for new roles.
The need for ethical AI development: There are ethical concerns related to information security, privacy, and censorship.
Briefing Document: “Artificial Intelligence and its Reflections on Education in the Surreal Age”
Overview: This presentation by Yaşar Özden explores the profound impact of artificial intelligence (AI) on education, particularly in what he terms the “post-truth” or “surreal age.” He discusses the evolution of technology, the changing nature of knowledge, and the need for a fundamental shift in educational approaches to prepare students for a future dominated by AI. Özden emphasizes the importance of “doing” over simply “knowing” and introduces the concept of “perceptionism” as a new educational paradigm.
Main Themes and Ideas:
Knowing vs. Doing: Özden stresses that the era of simply accumulating knowledge is over. The ability to apply knowledge, to “do,” is now paramount.
Quote: “Bilmek yetmez yapabilmek gerekir” (“Knowing is not enough, you have to be able to do it”). He reiterates this idea, highlighting that simply knowing something is no longer sufficient when AI can readily provide information.
Quote: “öğrenciye soru sorduğunuzda Eğer elinde bir tane bu cihazlardan varsa Gemini sorabilir chat gpe sorabilir etrafta binlercesi oldu neredeyse bir sürü bu Yapay Zeka araçlarından birinden bu bilgiyle ilgili kısmı öğrenip size cevap verebilir Fakat o bilgiyi yapabilme çok önemli” (“When you ask a student a question, if they have one of these devices, they can ask Gemini, they can ask Chat GPT, there are thousands of them around, almost any of these AI tools can learn the information and answer you, but the ability to do it is very important.”)
The “Surreal Age” (Post-Truth Era): The presentation acknowledges a shift in how we perceive reality, with readily available AI-generated content blurring the lines between truth and falsehood. Özden uses the term “Gerçeküstü Dönem” (Surreal Age) to describe this era.
Quote: “olduğumuz Gerçeküstü diye yazdığım hakikat sonrası dönemde… benim yerime seslendirenler var benim yerime Başka işler yapanlar var” (“…in this post-truth era that I wrote ‘Surreal Age’… there are people voicing over for me, there are people doing other things in my place”). This highlights the potential for AI to create convincing but artificial representations.
He gives an example of Sora, an AI tool that generates video from text, emphasizing the need for caution and awareness when using such technologies.
The Evolution of Industry and Skills: Özden traces the four industrial revolutions (steam, electricity, information technology, cyber-physical systems) and suggests that we are on the cusp of a fifth, driven by carbon-based computing. He raises the question of whether we are entering a “Human-Robot” (“Hobot”) era. This shift necessitates different skills and abilities.
Web 3.0 and its Implications for Education: Özden discusses Web 3.0, characterized by AI-driven services, decentralized data architecture (like Bitcoin), and the potential for personalized learning. However, he cautions that readily available synthesized information may not be beneficial for students’ learning.
Quote: “öğrenciler bilgi toplamak ve bütünleştirmek için daha az zaman harcayacaklar… avantaj mıdır değil midir bundan sonraki saydamda konuşuruz” (“Students will spend less time collecting and integrating information… whether this is an advantage or not, we will talk about it in the next slide”).
He provides the analogy of calculators leading to a reliance on the tool and a loss of fundamental skills.
The Rise of “Perceptionism”: Özden introduces “perceptionism” (algıcılık) as a new educational paradigm, alongside behaviorism, cognitivism, and constructivism. He defines learning under this framework as a “change in perception.”
Quote: “algıdaki değişimdir diyorum ve İşin kötüsü bu post trut dediğimiz hikaye bizim algılarımızın objektif gerçeklik gerçeklikle ilgi olguların duyusal ve kişisel inançlardan veya ideolojik görüşlerden daha az etkili olduğu bir durumu tanımlar” (“I say it is a change in perception, and the bad thing is that this post-truth story defines a situation where our perceptions, objective reality, facts about reality are less effective than sensory and personal beliefs or ideological views.”)
He argues that in the age of social media and AI, our perceptions are increasingly shaped by social environments, leading to a situation where objective truth is less influential than personal beliefs and ideological viewpoints.
The Threat of Manipulation and Misinformation: Özden warns that the ease of access to information, coupled with the rise of AI, increases the risk of manipulation and misinformation, facilitated by social media. He points to the Cambridge Analytica scandal as an example of how data can be used to influence perceptions and behaviors.
The Need for Media Literacy and Critical Thinking: Özden concludes that education must equip students with media literacy skills, critical thinking abilities, and the ability to distinguish between accurate information and manipulation.
Quote: “öğrencilere Medya okuryazarlığı bilgiyi sorgulama doğru bilgiyi ayırt etme ve manipülasyonu tanımlama gibi konularda eğitim vermek önemlidir” (“It is important to provide students with education in media literacy, questioning information, distinguishing correct information, and identifying manipulation.”)
The End of Traditional Education?: Özden suggests that traditional universities may be coming to an end, and future education will be more online and technology focused. However, he recognizes the risk of over-reliance on AI and the need for students to develop critical thinking and problem solving skills.
Key Quotes:
“Bilmek yetmez yapabilmek gerekir” (“Knowing is not enough, you have to be able to do it”).
“olduğumuz Gerçeküstü diye yazdığım hakikat sonrası dönemde… benim yerime seslendirenler var benim yerime Başka işler yapanlar var” (“…in this post-truth era that I wrote ‘Surreal Age’… there are people voicing over for me, there are people doing other things in my place”).
“algıdaki değişimdir diyorum ve İşin kötüsü bu post trut dediğimiz hikaye bizim algılarımızın objektif gerçeklik gerçeklikle ilgi olguların duyusal ve kişisel inançlardan veya ideolojik görüşlerden daha az etkili olduğu bir durumu tanımlar” (“I say it is a change in perception, and the bad thing is that this post-truth story defines a situation where our perceptions, objective reality, facts about reality are less effective than sensory and personal beliefs or ideological views.”)
Conclusion:
Yaşar Özden’s presentation provides a compelling analysis of the challenges and opportunities presented by AI in education. He argues for a fundamental shift in educational paradigms, emphasizing the importance of practical skills, critical thinking, and media literacy in navigating the “surreal age.” His introduction of “perceptionism” as a new educational lens highlights the need to address the ways in which AI and social media shape our perceptions of reality.
Study Guide
This study guide is designed to help you review and synthesize the key concepts discussed in the provided excerpts from “Gerçeküstü Dönemde Yapay Zeka ve Eğitime Yansımaları.”
I. Key Themes and Concepts
The Shift from Knowledge to Ability: The speaker emphasizes the obsolescence of merely knowing information, as AI tools now provide instant access to facts. The crucial skill is the ability to apply, synthesize, and critically evaluate information.
The Surreal/Post-Truth Era: AI-generated content blurs the lines between reality and simulation. This “post-truth” era requires critical engagement and awareness of manipulation.
The Four Industrial Revolutions: The historical context of technological advancements leading up to the current era of cyber-physical systems (Industry 4.0) and anticipating a fifth revolution involving carbon-based computing.
Web3.0 and Its Educational Implications: Exploring the potential benefits (reduced costs, customized learning) and challenges (ethical issues, security concerns) of a decentralized, AI-driven internet in education.
Theories of Learning: Review of Behaviorism, Cognitivism, Constructivism and the newly proposed Perceptualism.
Perceptualism: A theoretical extension of constructivism that recognizes the increasing importance of socially constructed meaning, as distinct from personally constructed meaning.
Critique of Traditional Education: Concerns about the current educational system’s emphasis on rote memorization and the need for educators to adapt to the evolving needs of students in the age of AI.
The Role of the Educator in the Age of AI: Instead of being a knowledge disseminator, educators need to transition into facilitators, mentors, and guides who help students navigate the complex information landscape and develop critical thinking skills.
II. Quiz: Short Answer Questions
Answer each question in 2-3 sentences.
According to the speaker, what is the most important skill that students need to develop in the age of AI, and why?
How has the widespread availability of AI tools changed the role of the teacher?
What is the “post-truth” era, and how does it affect education?
What are the potential advantages of Web3.0 in education?
What is Perceptualism, and how does it differ from Constructivism and other historical learning theories?
How can the post-truth phenomenon be addressed in education?
How does the speaker describe the relationship between technology and history?
Explain the concept of Tacit Knowledge.
According to the speaker, what percentage of instruction should involve practice/application vs. theory/memorization?
What does the speaker mean when he states that the current educational system is primarily “azot,” and why is that a problem?
Quiz: Answer Key
The most important skill is the ability to apply, synthesize, and critically evaluate information. AI tools provide instant access to facts, so it’s more important to know how to use information rather than simply knowing it.
The teacher’s role shifts from a knowledge provider to a facilitator or guide. Teachers must help students navigate the vast sea of information, develop critical thinking, and apply their knowledge effectively.
The “post-truth” era is characterized by the blurring of lines between reality and simulation, where objective facts are less influential than emotions and personal beliefs. This poses a challenge for education, as students must be able to distinguish between fact and fiction.
Potential advantages include reduced costs, personalized learning experiences, and improved access to information and resources. However, ethical concerns and security risks also need to be addressed.
Perceptualism is a proposed learning theory that recognizes the increasing importance of socially constructed meaning and the role of external perception in the modern era. It extends constructivism by suggesting that socially derived (and potentially manipulated) external perceptions have become the most important factor in learning and shaping belief.
The post-truth phenomenon can be addressed in education by teaching media literacy and critical thinking skills. Students need to be able to evaluate information, identify biases, and recognize manipulation techniques.
Technology and History are inextricable, and technological progress dictates human development; technological stasis dictates decline.
Tacit Knowledge is the knowledge that a person has learned that they are often unaware of.
The speaker asserts that instruction is currently about 75% theory/memorization, when it should be the opposite.
The speaker suggests that 79% of the material is inert, or unimportant, like Azot in the air. It is not absorbed or used, and it has no practical application. It is simply regurgitated like so much waste.
III. Essay Questions
Discuss the ethical implications of using AI in education, considering issues such as data privacy, algorithmic bias, and the potential for manipulation.
Analyze how the transition to Web3.0 could revolutionize the learning experience, addressing both the opportunities and challenges that this shift presents for educators and students.
Critically evaluate the speaker’s claim that “knowing is not enough” in the age of AI. How can educators adapt their teaching methods to foster the development of essential abilities?
Explore the potential benefits and risks of using AI to personalize learning experiences, considering the impact on student motivation, autonomy, and social interaction.
In what ways might schools and curricula be modified to incorporate greater emphasis on Perceptualism to ensure that students are not just passive recipients of information but active, critical consumers of information and meaning?
IV. Glossary of Key Terms
AI (Artificial Intelligence): The simulation of human intelligence processes by computer systems.
Web3.0: A decentralized internet based on blockchain technology, AI, and machine learning.
Industry 4.0 (Fourth Industrial Revolution): The current era of automation, data exchange, and cyber-physical systems in manufacturing technologies.
Behaviorism: A learning theory that focuses on observable changes in behavior resulting from environmental stimuli.
Cognitivism: A learning theory that emphasizes the mental processes involved in learning, such as memory, attention, and problem-solving.
Constructivism: A learning theory that posits that learners construct their own knowledge and understanding through experiences and social interactions.
Perceptualism: A learning theory that emphasizes the role of perception in learning, particularly in the post-truth era, where perceptions can be easily manipulated.
Post-Truth: A state in which objective facts are less influential in shaping public opinion than appeals to emotion and personal belief.
Media Literacy: The ability to access, analyze, evaluate, and create media in a variety of forms.
Prompt Engineering: Designing effective prompts for AI models to generate desired outputs.
Tacit Knowledge: Knowledge that is difficult to transfer to another person by means of writing it down or verbalizing it.
AI in Education FAQ
1. What is the core message of the text regarding AI and education?
The central theme revolves around the shift from simply knowing information to being able to do something with it. The speaker argues that in the age of readily available information (thanks to AI tools like Gemini and ChatGPT), the emphasis in education should be on developing practical skills and the ability to apply knowledge effectively. Furthermore, the discussion introduces the concept of “perceptionism,” highlighting the influence of social media and AI-driven narratives on shaping individual perceptions and learning experiences.
2. What are the potential benefits of AI in education, as highlighted in the text?
AI offers several potential advantages in education, including reduced costs, transformed teaching methods, and increased productivity for teachers through access to diverse resources. Students could spend less time gathering and synthesizing information, potentially freeing them to focus on higher-level thinking and problem-solving. However, the speaker cautions against the potential drawbacks of readily synthesized information and the importance of developing critical thinking skills.
3. What is the speaker’s view on the “post-truth” era and its implications for education?
The speaker expresses concern about the “post-truth” era, characterized by the dominance of emotional appeals and ideological manipulation over objective facts. In this environment, the speaker stresses the need for media literacy education, equipping students with the skills to critically evaluate information, identify misinformation, and discern accurate sources. The speaker highlights the rise of AI, social media-driven narratives, and ease of information access as tools that can potentially shape perception and impact learning.
4. What is “perceptionism,” and how does it relate to traditional learning theories?
“Perceptionism” (algı cılık) is a new perspective proposed by the speaker that argues that our learning is shaped by the social environment. It’s related to how individuals perceive, process, and interpret sensory information. The speaker contrasts perceptionism with behaviorism (focus on environmental factors and observable behavior changes), cognitivism (focus on information processing), and constructivism (emphasizing social interaction in meaning construction). The speaker argues that perceptionism recognizes how AI algorithms and social media shape our learning in a post-truth era.
5. What does the speaker mean by the end of “Web 3.0” and its relevance to education?
The speaker suggests that Web 3.0, characterized by AI-driven services and decentralized data architecture (e.g., Bitcoin), is nearing its end. This is relevant to education because it implies a constant need to adapt to emerging technologies and their impact on learning and knowledge acquisition. The speaker emphasizes that the rapid evolution of the web necessitates a shift in educational approaches.
6. What is the speaker’s perspective on the future of universities and higher education?
The speaker believes that the traditional model of universities is nearing its end, as evidenced by the increasing relevance of industry-led certifications and online learning platforms. This future university would likely involve more technology-integrated and online environments. The speaker mentions examples such as Microsoft, Harvard, and Google, which all offer free AI courses, as potential alternatives to a university-led program.
7. What are the challenges associated with using AI in education, particularly regarding academic integrity?
The text highlights the challenges of plagiarism and cheating with AI tools. One example is about a law student who was expelled from school because the student used AI to complete their exam. The speaker emphasizes that we should focus less on protecting learning environments from AI and instead change how we evaluate students.
8. What does the speaker think about the evolution of computers and humans?
The speaker thinks that the 5th industrial revolution will begin with the rise of carbon-based computers and AI-led recombinant humans. The speaker sees that humans will eventually move into a hybrid type with AI. The speaker thinks that Homo sapiens have no chance of competing against these types of new humans.
Artificial Intelligence in the Surreal Era and Its Reflections on Educationeğitim ve araştırmada üretken yapay zekaÜretken Yapay ZekaYapay Zeka
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