Hey, great read as always. This piece really makes me think about what you wrote last time regarding AI and the future of critical thinking. As a math teacher, I'm seeing exactly this with my students. The distinction you make between exploration and optimisation is spot on, and so important for educators to grapple with. Really appriciate your insights!
Thank you so much. That really means a lot, especially coming from a math teacher.
I’m glad the exploration vs optimisation distinction resonated with you. What you’re seeing in the classroom is precisely the tension I was trying to surface: AI can be an incredible scaffold, but if it becomes the default shortcut, it risks flattening the thinking process that subjects like math are meant to cultivate. Educators grappling with how to integrate AI, rather than whether to allow it at all, are doing some of the most important work right now.
Hey, great read as always. This piece really makes me think about what you wrote last time regarding AI and the future of critical thinking. As a math teacher, I'm seeing exactly this with my students. The distinction you make between exploration and optimisation is spot on, and so important for educators to grapple with. Really appriciate your insights!
Thank you so much. That really means a lot, especially coming from a math teacher.
I’m glad the exploration vs optimisation distinction resonated with you. What you’re seeing in the classroom is precisely the tension I was trying to surface: AI can be an incredible scaffold, but if it becomes the default shortcut, it risks flattening the thinking process that subjects like math are meant to cultivate. Educators grappling with how to integrate AI, rather than whether to allow it at all, are doing some of the most important work right now.