44 thoughts on “Artificial intelligence & the future of education systems | Bernhard Schindlholzer | TEDxFHKufstein”

  1. "Defense network computers. New… powerful… hooked into everything, trusted to run it all. They say it got smart, a new order of intelligence. Then it saw all people as a threat, not just the ones on the other side. Decided our fate in a microsecond: extermination."

    Kyle Reese from The Terminator

  2. if computers are programed to teach, but computers can only be as good as their programming and fallible humans are doing the programming, then the machina will only be as good as their programmers. see the problem? show me a computer and programming that doesn't need updated every 24 hours and well we can finally put Android, apple, and hallelujah, Microsoft out to pasture. oops too much money at stake. oh well it was a nice Fantasy. AI. absolutely improbable.

  3. The opposite of "sage-on-the-stage" is the "guide-by-the-side". The "sage" concept is gradually perishing. Teachers are accountable for not only the academic success of the students, but also for their ability to solve real-life problems through rational decision-making. We have too many distractors to impede learning in the conventional technology-based pedagogy. I believe that the human 'guide' by the side of the students is indispensable. The AI-driven teaching tools are still too expensive to administer in a low-budget education system.

  4. What about the role of music, art, theatre, dance, sport, civics, in creating a rounded education for our future citizens? Or will only the voices of those who have an interest in science, engineering and technology be fostered and appreciated? Is education only about 'practical problem solving', as important as this is for our future survival? And can a lopsided education really provide the deepest answers to our questions and needs as human beings? Can it include important considerations about value, ethics, and meaning, which are more easily stimulated by study of the arts and literature? I prefer the approach of Ken Robinson, whose TED talks are among the most popular, an expert who argues that education needs to appreciate the talents, interests and abilities of all children, rather than just those who are attracted to STEM subjects.And, in case you think that this is backward thinking and irrelevant to today's society and global economy, the 'creative' thinking that such 'problem focused' education requires can only be encouraged if the brain and heart are stimulated by a healthy mix of subjects that engage all parts of our humanity. No wonder students from China and the east, who have opted for a largely science and technology based education, are now queuing up to attend western universities in order to make up for the lack of creativity and flexibility that their right brain education has caused.

  5. The new breedπŸπŸ”΅πŸ”΄πŸŒπŸŒ‘πŸŒ€πŸ˜°πŸ‘€terrorist control. Did you in any mind manipulation ever consider terrorism take take over. Where is the fire wall for that brain hacking. During these intakes

  6. All these guys and ladies are doing is mostly chewing and re-chewing the same concepts over and over again….Very seldom you learn anything new: one lecture (or article) suffices to know all what is around with regards to AI (not to mention AI applied to education….). As well, contradictions and sieve-alike logics seem not to affect the confidence of these new generation of Ciceros….so long for AI as a serious matter…..

  7. What about students that are lacking motivation? What about students with special needs? Many students shut down when faced with the type of problem-solving based learning the speaker describes. Often, in this type of learning situation, the 1 or 2 motivated students in a group end up doing the work. Not everyone learns in the same way, and it appears that some in the tech fields are falling into the same trap of pushing a singular education model that, while different from students sitting with their little desks all in a row, will not address the diverse needs of many. Many students do not know how to be self-directed learners, and many students do not have supportive home environments when it comes to education. Many students have had gaps in education, lack basic skills, or are behind grade level. We need to have multiple approaches to instruction, and we need to be better at identifying the best approach for each student. This is the only way we won't be creating more inequality.

  8. We have no future, except as debt slaves servicing the global corporations by borrowing money that doesn't exist that we can never re-pay. The Tech Fascists have won, we lost. Game over.

  9. But how can you become a top researcher without having absorbed knowledge in the way we do it today? How can you expand the boundaries of knowledge then? Only resolving problems?

  10. hello everyone , all I want to say is , I have to write an abstract on artificial intelligence in 250-300 words in which I can't copy down views from Google etc..but I can write ideas of my own..pls share ur creative ideas regarding AI's future and ur views about it in reply box of my comment…pls help me win this competition .. pls share some of ur amazing views..pls pls it's a good opportunity for me βœŒβœŒπŸ’

  11. Only if the solutions are cheep it will work. They will probably not be cheep and free, and then you need the most briliant people, the ones that invent new relevant math.

  12. Lets get this right, full AI will mean no moore buisnes models, so if there can bearly be any moore companys, how can there be employes.

  13. At one point he says : It will always be work for somebody who can solve real problems .
    And what about the rest ?

  14. The abuse of the term "AI" is why I've come up with a more specific term: "FIAI" – which stands for "Fully-Independent Artificial Intelligence" – which is what most people envision when they see 'AI', rather than the limited predetermined systems that wrongly commandeer the moniker. By fully independent AI, I mean entities that ask moral questions before they make decisions (and take subsequent actions) – entities on par with us.

    Not directly related, but he also fails to ask, "Why bother?" (meaning his arguments are philosophically vapid, meaning they will be disregarded, and hence are at risk of being ignored and failing).

    Just to note, he does not address AI in this video (so having it in the video title is misleading), but a 'real-world problem-solving' approach to learning.

    He is on to something when he says future jobs will be non-routine problem-solving endeavors (but again, without a mindframe that contains an ultimate value and related ultimate goal to life, it makes such problem-solving a clueless endeavor, leaving any good that it does in peril, due to the ongoing cluelessness). Note how he says future economic growth will be based on technology (rather than the true driver – philosophy) – in other words, a blind faith in problem solving (and Hitler (to use a high-profile example) demonstrated the flaw in the blind faith of science and technology) (isn't it good to learn from history). So he mentions occupations such as engineers and scientists, but fails to mention philosophers (mainly because they continue to fail us – enter me), who are the real drivers of industry (and hence economies). If you, for example, take my life-guiding philosophy of 'The Great Struggle', and its more immediate goal of securing higher consciousness in a harsh and deadly universe, then you have the philosophical guidance for industrial (and scientific and engineering) endeavors, rather than the trite philosophies (money, power, fame) that currently drive mankind in their blind ignorance of their cosmic peril.

    He is on the wrong path with 'students applying their knowledge' – since the students have insufficient knowledge – their applications will be pointless, hence uninspiring. Rather, begin at kindergarten and have the kids address real-world issues, to get them in that frame of mind early. The kids will discover what they need to know to solve problems, and they will have a taste of managing mental tools such as information, generalizations, classifications, and assumptions, all of which play a part, especially in inexact endeavors, such as with social problems…

    and it turns out that this is exactly what Stanford University is doing (now the question is how they are going about it – are they emphasizing having the students realize the various things they need to know to solve real-world problems?). Unfortunately, with the Stanford program, students are working on 'solutions for profit' – in which they are being exploited, rather than on general humanity problems (and without an enlightened mindframe, such as the one I offered above).

    "Problem-Based Learning" ( 11:22 ) – yes, that is what I was referring to – the theory being that giving the kids an immediate, real-world 'purpose' for learning will stimulate their desire to learn everything needed to solve that problem. They will, in fact, go home thinking about that problem (because humans, even kids, love to solve problems). It is the old "learn by doing" (though I myself have had no problem learning by theory, where the piece of knowledge (gained through knowledge transfer, which the speaker is against) may be applied to many diverse (and unforeseen) future problems).

    Nice concept ( 13:28 ) where the outcome is not graded, but rather the application of knowledge. As for the disdained 'knowledge transfer' of current educations systems, the problem there is in enlightening the student as to the variety of problems that each bit of transferred knowledge can be subsequently applied to (not to mention unforeseen problems), giving the student some inspiring broader/more far-ranging 'purpose' other than animal survival (which should be a given in today's world) or vain/trite local/immediate concerns such as impressing someone (usually who does not rate it) (and again we are getting into philosophy).

    Good that he mentions that we do not have to be afraid of new technology (sadly, it needs to be said), but rather look at it as a potential tool in solving more problems – though he is 'preaching to the choir' if he is addressing technology students – he needs to address liberal arts students, who have wilder, more uninformed imaginations toward technology (cyborgs taking over the world, anyone?) (we need look no further than Hollywood).

  15. The internet has already totally transformed education. The "sage on the stage" model of teaching has been with us for a thousand years since Oxford popularized the method in the west. But it is an expensive and unsustainable model. At major universities, your personal interaction is usually just with a TA or a study group. Knowledge is moving so fast that printed texts can't keep current. Traversing a campus everyday is a massive time sink. If AI succeeds in giving personalized feedback and teaching then the Oxford model is pretty much dead dead dead.

  16. As forward thinking as this is, it's still not seeing a couple of things. 1) Designing training automatically puts the student behind the curve. An approved course of instruction is always late to the party, so the students might as well collaborate with the professors in the transfer and discovery of knowledge. 2) Immersion is only useful in academia. Once a person has entered the workforce, it is no longer appropriate because you can't just pull your employees out of the field to put them into full-time training.

  17. Why would the government want to fund education beyond the basics, if A.I can outperform any human? For the majority no work, no independent income a life on welfare.

  18. problem solving teachings? school that teaches thinking? haha, in our education system? ….. HAHHAHAHA

  19. I didn't understand how people could qualify for jobs based on their ability to use knowledge. No examples were given and how is it different from now? AI gathering all the knowledge so we just sit back and use it? sounds ridiculous

  20. Interesting. Projecting the future. But more of a near-term future.

    Even his supposed future jobs will be going away shortly thereafter as AI continues to grow and learn.

  21. We must change the old practice it's a waste of time to do repetitive cycle education system we must ride in the flow of future destiny how? Singularity our children can achieve incredible intelligence thur AI implants chips so they can focus in Actual Training Orientation maybe we can shortcut the educational programs in very short time so they can Work in the early Age of 12 and build there own Future Destiny.

  22. I highly doubt all women will lose their jobs, and when will we have AI fishing and crab / lobster vessels with all robot workers thereon? Can robots write poetry? I don't want to EVER travel on a flying saucer where none of the crew knows what is going on, only some AI-assisted Borg wannabe born recently or the self-programming HAL 2135 computer consciousness. I imagine even the Russians and Chinese already know how to do area wide AI nullification that takes out every AI device no matter the size or function or shielding. Any aliens, Pleiadians for example, likely have Multiple Ultra-Advanced Methods of such sophistication that we have no likely defense for the next 1000 years. We do not even know what the capabilities of aliens on levels 5, 6, 7, 8, 9 are, let alone their machinery. These aliens may have powers such that they require no machinery. And their science would be so vastly developed beyond ours, they could have numerous defenses quite simple to them and totally unknown to us. We see the developers here are rather brash and have little regard for earth humans. The aliens are already en garde and know the probabilities are we'll be even less careful with them. It appears to me they are quite worried already, ample evidence of that. Mostly about our arrogance and lack of care for planets and peoples. They see the immense damages we have inflicted upon our own environment. Why aren't you solving problems here? By saving the planet and the people of the world from destruction by what has already been done? What value is AI when there is no clean air and water? I've heard some nearby civilizations have ruined themselves with AI and are trying to find a way to recover. Many here do not want to lose the ability to think, whether or not they are favored problem solving employees.

    As for my feeble intuition, I say that before an AI Nothing knows everything your industry will collapse. You have been working for money, not for good results for humanity and giving your tech to foremost evil groups. Do you understand what their plans have been over the last 30 to 40 years? There have been severe AI problems cosmically, long before us. The technophiles destroyed Atlantis, and you may be interested to know have already nearly destroyed earth, American technophiles. Some of them are transhumanist technophiles. All of this will be very interesting now to 2044. Many unforeseen events will occur.

  23. Love the topic, but it's quite paradoxical to criticise lectures as a form of instruction giving a lecture. TED talks should be shaped according to the content. I know there's a time limit but I think he should have made it more interactive applying the knowledge as the topic suggests IMHO. If TED talks are to promote innovation, why not be innovative in the process?

  24. OK America ,, we dont need u anymore,, i can buy an japanses robot that can piss me off…………………….

  25. Education needs to be concerned with the application of the human mechanism so that the body can be used towards objective science. The calibration of the human mechanism that allows us to use our bodies like instruments to carry out experiments that are repeatable by all those who have calibrated their mechanisms. Art will no longer be subjective and the value of experiences and awareness can be quantified and measured.

  26. Nice one. The Future Belongs to people who can design new solutions to a given problems. πŸ™‚ πŸ™‚

  27. I don't agree at all.
    Knowledge is transferred from human to human because the goal is to learn how to live in a human society. Technology is just a tool, and everybody needs to learn how to use it first. Only an experienced human can teach.
    Solving real-life problems in a simulated environment (oxymoron!) is NOT learning real life, it's learning a simulation. Think about it, humans do art, ethics, laws, lectures, love, etc. for their own sake, not because technology needs or permits it.

  28. As a non-white developer and Creator of true AI and the code for creating tRacks of automated Choices for a deep learned machine to "make", many "whites" as carriers of antiquating genetic codes are doing all they can to ideologically associate the "white" or rather the Eurocentrified image with intelligence and AI. However, that image is wearing out like an old pair of jeans as true AI comes from a non-Eurocentric Native American source who has an interest in all colors and al+l peoples whether red or black or yellow or white or|then.. gray.

  29. Makes too many unexamined assumptions, and shows his lack of simple premises ( knowledge) in regard to education !

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