A framework for educational dialogue

Key points:

As educators (and the rest of society) struggle to frame the conversations we are having with other educators and students about the potential and pitfalls of generative AI being introduced into the classroom and the rest of the world, I think we can look to fiction to provide some context for those conversations.

Fiction offers a unique lens through which we can explore the ethical, social, and practical implications of AI technologies. By examining these narratives, we can better understand the complexities and nuances of integrating AI into our daily lives and educational environments.

Fiction texts often serve as mirrors reflecting contemporary social issues, allowing readers to engage with and critically analyze these problems within a speculative or imaginative context. This engagement fosters empathy and a deeper understanding of diverse perspectives, making it easier to discuss contentious issues in a more abstract and less confrontational manner. By exploring hypothetical scenarios and moral dilemmas through fiction, educators and students can develop critical thinking skills and explore the potential consequences of current societal trends and technological advancements.

Fiction thus becomes a powerful tool in facilitating meaningful dialogue and promoting a more nuanced understanding of contemporary social challenges. With the current stresses and concerns about generative AI, turning to the vision of a variety of science fiction authors seems a reasonable tool for educators in both secondary and higher education classrooms.

A great potential starting place is Asimov’s I, Robot (1950). This is a collection of short stories that introduced Asimov’s Three Laws of Robotics. These are a great framework to discuss the ethical implications of AI development. Originally, the nine stories were published individually between 1940 and 1950. A 2004 film, I, Robot, starring Will Smith, is based primarily on one of the I, Robot stories (Little Lost Robot) and Asimov’s Three Laws.

Another science fiction classic is Robert Heinlein’s The Moon is a Harsh Mistress (1966).  Heinlein intended to encourage consideration about the impact of science on politics and social culture. Additionally, he pushed forward the concept of hard science fiction based upon extant scientific knowledge. This novel features a sentient computer named Mike that plays a crucial role in a lunar revolution. It raises questions about the nature of consciousness and the potential for AI to surpass human intelligence. This is a particularly strong option to contextualize conversations around the concept of artificial general intelligence (AGI) which seems to be the ultimate goal of those engaging in AI research and development.

William Gibson’s award winning Neuromancer (1984) is set in a cyberpunk future where AI has become fully integrated into society. Case, the novel’s drug addicted anti-hero, is in search of a cure for the damage to his nervous system caused by his employer when he was caught stealing. It delves into both the positive and negative aspects of such technologies. It raises the question of what the consequences are of AI resembling humans too closely and whether AI has rights. It raises questions about the potential impacts of AI on human identity and moral responsibility.

A recently-written option is Klara and the Sun (2021) by Kazuo Ishiguro. This novel explores the concept of artificial companionship through the eyes of an AI companion named Klara. Set in a future version of the U.S., it explores themes of love, loss, and the nature of consciousness. It can be particularly useful in exploring the emotional aspects of integrating AI into society. Secondarily, this text can be a conversation starter for whether AI can or should develop emotional intelligence. The 2013 film Her, by Spike Jonze, follows the same themes as the main character, Theodore Twombly, develops a relationship with his virtual AI assistant.

A couple of less commonly-known options would include the following. Neal Stephenson’s The Diamond Age: Or, A Young Lady’s Illustrated Primer (1995) is a coming of age story of a young girl set in a world where an interactive AI book educates her. The story raises issues about access inequality, as only certain social classes benefit from advanced AI tools. Discussions can center on how AI could either perpetuate or mitigate educational inequities, and the risks of ingraining biases within AI systems that influence young minds. The novel’s themes highlight the need for equitable and transparent AI in schools. Daniel Suarez’s novel Daemon (2006) is the story of a computer program that takes over its own continued development after the death of its creator. Daemon raises compelling questions about the potential for AI systems to act beyond their creators’ control, especially if they are designed with evolving autonomy. For educators, this novel provides a lens to examine ethical considerations surrounding AI’s role in shaping student experiences and behaviors. It prompts discussions on accountability, transparency, and the risks of allowing AI systems to operate without sufficient oversight. These are critical concerns as schools increasingly integrate AI for personalized learning, student assessment, and decision-making processes.

For those who wish for some less fictional options, the following books offer good insights into the impact of AI on society. Four Battlegrounds: Power in the Age of Artificial Intelligence by Paul Scharre is a text about how AI is impacting global security, warfare, and the potentials of human freedom. It focuses on the struggles between the three AI superpowers–China, Europe, and the U.S. Co-Intelligence: Living and Working with AI, by Ethan Mollick, is potentially the best introductory volume for educators about the concepts of AI and its potential impact on society in the relative short term.

Dialogues about the integration of generative AI into education can be greatly enriched by drawing parallels from science fiction. These narratives offer speculative lenses through which both educators and students can explore the multifaceted implications of AI, from ethical considerations to societal impacts. By examining these fictional scenarios, we can foster a deeper, more empathetic understanding of the potential and pitfalls of generative AI. This can ultimately help prepare ourselves for the complexities that lie ahead in our technologically rich future.

Literature, in this sense, becomes not just a tool for imagination but a crucial framework for critical thinking and meaningful discussion.

Author’s note: The title was suggested by MS Co-Pilot after the article was drafted. Gemini and ChatGPT were each asked to suggest potential titles for inclusion. Neither tool’s suggestions overlapped except for Gibson’s Neuormancer.

Dr. Steve Baule is a faculty member at Winona State University (WSU), where he teaches in the Leadership Education Department. Prior to joining WSU, Baule spent 28 years in K-12 school systems in Illinois, Indiana, and Iowa, and two years teaching in the University of Wisconsin System. For the 13 years prior to moving to the university level, Baule served as a public -school superintendent. He has written 10 books on a variety of educational and historical topics and has served on the editorial boards for two journals. Baule earned an advanced diversity and equity certificate while in the UW system. He holds a doctorate in instructional technology from Northern Illinois University and a doctorate in educational leadership and policy studies from Loyola University Chicago.

Baule’s scholarly interests focus on online student engagement, educational technology– particularly the impact of 1:1 implementations, social-emotional learning, and the history of education. Baule led several efforts to improve student emotional health and reduce discipline issues prior to moving into higher education. He also writes on aspects of early American history.

Baule has held memberships in the American Association of School Administrators, the American Library Association, the American Association of School Librarians, the Association for Supervision and Curriculum Development, the Consortium for School Networking, the International Association of School Librarians, the National Association of Secondary School Principals, the National Staff Development Council, and many of their state affiliates. He has served as a consultant in the areas of educational technology, facilities design, library program development, team building, and communications.

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