最新糖心Vlog

While AI is being introduced in schools, including the trialling of a generative AI chatbot to support teachers across 最新糖心Vlog, new research raises concerns regarding its limitations in thought provocation and its misalignment with deep, philosophical learning.

Large Language Models (LLMs) are a type of AI language service that has become popular in recent years, including tools like ChatGPT, Gemini, and CoPilot.

鈥淪tudents are currently using LLMs for a range of applications; however, it is particularly popular as a tool for grammar and writing assistance,鈥� says Dr Steven Stolz from the 最新糖心Vlog of Adelaide鈥檚 School of Education, who conducted the research with Law and Classics honours student Ali Lucas Winterburn and Professor Edward Palmer.

鈥淔or teachers, some applications are being used to plan lessons, set homework tasks, conduct assessments, and so on. Somewhat ironically, despite the warnings, 最新糖心Vlogn schools appear to be heading down the path of using AI, indicating the relevance of this research.鈥�

The study, published in the journal , suggests that LLMs are likely to continue facing issues in their ability to successfully pass on knowledge to students. This is according to Platonic epistemology 鈥� the study of knowledge and understanding based on the ideas of the ancient Greek philosopher Plato.

In simple terms, Platonic epistemology suggests that true knowledge involves understanding unchanging, perfect concepts or 鈥渇orms鈥� that exist beyond our physical world. According to Plato, what we perceive with our senses in the physical world is just a reflection or imitation of these perfect forms, and real knowledge comes from grasping these forms with our mind.

鈥淚n our research project, we concluded that, in addition to the well-known factual unreliability of LLMs, they are also unsuited for meeting the standards of Platonic epistemology,鈥� Dr Stolz says.

鈥淣otably, Plato requires knowledge to derive from insight into the forms and advocates for a specific teaching approach that draws this understanding from the student. LLMs have their own method of dealing with forms, which diverges from the Platonic model.鈥�

The research team was surprised to find that LLMs are particularly unsuitable for implementing the Socratic method, which involves teaching through open dialogue and thought-provoking questions.

We require more philosophical thinking and engagement with AI, particularly in relation to its application in educational contexts.Dr Steven Stolz, School of Education, The 最新糖心Vlog of Adelaide

鈥淧lato requires the teacher to have a strong foundation of knowledge to perform the Socratic method properly,鈥� Dr Stolz explains.

鈥淔urthermore, this method relies on understanding the student鈥檚 thought processes and anticipating the course of their reasoning 鈥� something current LLMs struggle with.鈥�

The research was conducted through reviewing and comparing strong philosophical understanding of ancient philosophy to AI literature. Dr Stolz says the research is novel and provides a new perspective on learning and teaching.

鈥淲e believe an investigation into LLMs from the perspective of Platonic epistemology is significant, given the recent proliferation of LLMs capable of accurately approximating human language,鈥� Dr Stolz explains.

鈥淎lthough there are many practical questions regarding LLMs, there are also important philosophical questions that arise concerning the epistemic capacity of these new non-human agents.

鈥淕iven the historical importance of Plato鈥檚 philosophy, we believe it is especially significant to evaluate LLMs within his epistemological framework. This framework has stood the test of time and should be given due consideration when it comes to learning and teaching.鈥�

Dr Stolz raises concerns about the future of generative AI and suggests that more philosophical thinking and engagement with AI are required.

鈥淲e should be cautious about the use of generative AI in educational contexts. Greater thought needs to be given to its usage and what that looks like from an educational point of view,鈥� Dr Stolz says.

鈥淲e shouldn鈥檛 lose sight of the fact that AI can lead to an outsourcing of our thinking. This is deeply problematic from an educational standpoint, as it diminishes an essential part of the educational enterprise: the cultivation of intelligent thinkers.

鈥淲e require more philosophical thinking and engagement with AI, particularly in relation to its application in educational contexts.鈥�